Abstract
This paper critically examines the weakening connection between design and construction in architectural education, highlighting the underrepresentation of construction courses in comparison to their design counterparts. By analyzing contemporary pedagogical methods, it aims to uncover a more effective teaching approach that simultaneously nurtures students’ enthusiasm for construction and design, emphasizing the synergy between technical proficiency and creative vision. Proposing a hands-on, problem-solving methodology integrated within design studios, this study suggests a paradigm shift towards an ontological observational approach. It argues for a transformative change in perception among educators and students alike, advocating for a unified educational framework that fosters technical and theoretical coherence, ultimately contributing to sustainable architectural practices.
Reference38 articles.
1. Alakavuk, E. (2016). Integration of building construction courses in the architecture education programme. In SHS Web of Conferences (Vol. 26, p. 01036). EDP Sciences.
2. Allen, E., & Iano, J. (2019). Fundamentals of building construction: materials and methods. John Wiley & Sons.
3. Amato, A., Thilakaratne, R., Henri, J., & Trinidad, S. (2004). Technology enhanced construction technology teaching. Paper presented at the IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings.
4. Canizaro, V. B. (2012). Design-build in architectural education: Motivations, practices, challenges, successes and failures. ArchNet-IJAR: International Journal of Architectural Research, 6(3), 20.
5. Clayton, M. J., Warden, R. B., & Parker, T. W. (2002). Virtual construction of architecture using 3D CAD and simulation. Automation in Construction, 11(2), 227-235.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献