Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Research on the Application of Right Brain Thinking in the Innovation of Architectural Design Teaching Method

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Research on the Application of Right Brain Thinking in the Innovation of Architectural Design Teaching Method

Article excerpt

The brain is the main tool for people to receive knowledge and conduct learning. In the 21st century, known as "the era of brain", the brain-based education science brought new opportunities and challenges to the education reform and innovation. Many scholars have been keen to study the specificity of the right-brain thinking function. Through the "split brain" experiment, Roger Wolcott Sperry proposed the theory that the right brain is the art brain or creative brain, emphasizing the particularity of the right brain in terms of function (Blakemore, 2010). Later, researchers proposed the right brain have special roles in cognitive aspects, including image, vision and information processing (Ballonoff et al, 2015). Domestic studies on right-brain thinking are all based on foreign theories, and the research results are rather limited. According to the books Right Brain Potential Development Techniques and Right Brain Storm, the development of the right-brain thinking potential is of great significance to the mankind (Ivanovic et al., 2014). Its significance to education is one of the key subjects of domestic research. The researchers are working on the advantages of the right brain in cognitive and creative thinking (Cardoza, 2011).

With the advent of globalization, the construction market and architecture education in China are facing unprecedented challenges. The traditional experience-based teaching model can no longer meet the increasingly diversified and open market demands. Through surveys, it is found that currently there is an imbalance between theory and practice in architectural education. The design thinking relies too much on experience and the design works are conceptualized. The students lack the awareness of innovation and teachers lack diversified thinking teaching methods (Mehravari, Emmorey, Prat, Klarman, & Osterhout, 2017). In order to cultivate interdisciplinary talents that can meet the needs of the society, the architecture education in China should be reformed in teaching ideas and methods, focus on cultivating rational design thinking and establish innovative and characteristic educational systems and teaching methods.

Based on the above analysis, this paper attempts to study the architectural design teaching method from the perspective of right-brain thinking based on the research results of brain science. Through the introduction of the right-brain thinking and right-brain development theories, it seeks for the relationship between right-brain thinking development and architectural design. Based on the natural learning system of the brain, this paper constructs a theoretical teaching framework based on the right-brain development philosophy and designs a teaching program for the architectural design course based on right-brain thinking. By taking the exercise - kindergarten design in the architectural design course as an example, this paper analyzes the teaching effects on architectural design and also the questionnaire survey results of teachers and students. The results prove that the application of right-brain thinking in the teaching of architectural design has a certain positive effect in promoting students' learning and creation work and also provides a new reference to some extent for the innovation and practice of architectural design teaching.

Theoretical foundation for right-brain thinking

The theory of "right-brain thinking"

The activities of the cerebral cortex enable human to think and learn. The left and right hemispheres of the brain have different functions: the left brain has advantages in logical thinking, while the right brain is good at perceptual thinking, as shown in Fig. 1 (Restaino, 2011). For a long time, educators have only focused on the development and utilization of the left brain and developed students' logical thinking abilities, but few efforts have been made to develop their perceptual and imaginal thinking in music, sports and art (Ledewitz, 1985). …

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