Comprehensive Evaluative Perspective of PBL on the Learning-Teaching Process of Architechture in the Universidad Simón Bolívar

Autor/inn/en	Soonets, Silvia; Mena, Aliz Beatriz; Dorbessan, Bernardo; Micucci, Franco; Olaizola, Carlos
Titel	Comprehensive Evaluative Perspective of PBL on the Learning-Teaching Process of Architechture in the Universidad Simón Bolívar
Quelle	In: Journal of Problem Based Learning in Higher Education, 8 (2020) 1, S.41-62 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Problem Based Learning; Architectural Education; Course Descriptions; Design; Universities; Comparative Analysis; Student Participation; Teaching Methods; Role; Architecture; Sustainable Development; Urban Environment; Educational Objectives; Learning Processes; Problem Solving; Case Studies; Academic Achievement; Achievement Gains; Foreign Countries; Venezuela + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Kursstrukturplan; University; Universität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Architektur; Nachhaltige Entwicklung; Stadtökologie; Educational objective; Bildungsziel; Erziehungsziel; Learning process; Lernprozess; Problemlösen; Case study; Fallstudie; Case Study; Schulleistung; Achievement gain; Leistungssteigerung; Ausland
Abstract	The learning process in architecture at Universidad Simon Bolivar is based on confronting students with practical or theoretical situations to let them acquire knowledge about the discipline. The core of this process is on design studio courses, and from the early stages of the program they have to discover for themselves the role of architecture in the creation of spaces. Alongside this design methodology, students are exposed to theoretical, historical, and technical knowledge that aims to complement their skills for their professional future. This paper evaluates the general efficiency of the learning process based on solving problems. The first part describes the application of a problem-based situation in a sustainable urban environment for the Architectural professional. The second part explores similarities and differences among Design Studio Learning(DSL), as it is generally applied, and Problem-Based Learning (PBL). Data about methodology, level of student participation, and results were compared using the syllabus. The comparison between title, competences and objectives shows that these aspects should be addressed differently if using PBL. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01