| The problem of this investigation was to cite and analyze an instructional model that would emphasize creative problem-solving processes in landscape architectural design courses, and that would encourage the students to be more flexible, fluent, original and elaborate in their design problem-solving.;To date, there has not been an attempt to encourage creative problem-solving in landscape architectural curricula using a process-oriented approach which is based on systems concept. Mainly, educational studies in process-oriented approach and systems approach have identified instructional techniques and means which can be applied to encourage such creative problem-solving.;The dissertation is based on the assumption that if landscape architecture students produce more design alternatives to a given environmental problem, the likelihood is greater of synthesizing a "better quality" design solution among the alternatives, and that such production will be encouraged by being fluent, flexible, original, and elaborate.;The principles of instructional systems concepts and process-oriented concepts are used as the means by which instruction is planned, proposed to be carried out and elaborated. After these two concepts were explicated as the theoretical basis of the study, the proposed model was conceptualized. Included in the conceptualization was a description of the purpose of the systems approach, the purpose of the process-orientation, identification of the model components, and description of the nature of the interrelations of those components. The conceptualization of the model was followed by a curriculum design of creative problem-solving activities to be utilized in the classroom, and by a framework to implement, disseminate and utilize the proposed concept in conventional educational settings in Turkey.;The study has sought to demonstrate the logical basis for instructing students in creative problem-solving, specifically fluency, flexibility, originality, and elaboration.;The process-oriented systems model is intended to function concurrently with content-oriented (conventional) practice. Thus, students will interact with the proposed concept for the same period of time they choose to interact with the conventional concept. |
