A Method for Experiential Learning and Significant Learning in Architectural Education via Live Projects

Autor/in	Rodriguez, Carolina M.
Titel	A Method for Experiential Learning and Significant Learning in Architectural Education via Live Projects
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 17 (2018) 3, S.279-304 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022217711878
Schlagwörter	Experiential Learning; Architectural Education; Student Projects; Student Centered Learning; Foreign Countries; Social Change; Peace; Teaching Methods; Taxonomy; Knowledge Level; Undergraduate Students; Hypothesis Testing; Outcomes of Education; Student Attitudes; Program Evaluation; Colombia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Schulprojekt; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Sozialer Wandel; Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Taxonomie; Wissensbasis; Hypothesenprüfung; Hypothesentest; Lernleistung; Schulerfolg; Schülerverhalten; Programme evaluation; Programmevaluation; Kolumbien
Abstract	In many schools of architecture worldwide, design studios are frequently isolated from everyday life and tend to focus on theory without experience. In countries with complex social problems, such as Colombia, experiential learning can offer valuable opportunities for architectural education to become an agency for social reconstruction and peace building. This works proposes a teaching method which centres on the promotion of significant learning, through live projects as a complement to studio-based projects. Bloom's revised taxonomy and Fink's taxonomy for levels of knowledge were used as references. In order to develop and test this method, 15 different live projects were designed, built and analysed over the course of four years. These involved the participation of 170 undergraduate learners, various national and international teachers, six sponsors from the construction industry and 12 children's foundations. The findings reveal valuable insights into the development of intellectual, physical and emotional dimensions through these experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01