This paper compares the use of scripting languages and visual programming languages for teaching computational design concepts to novice and advanced architecture students. Both systems are described and discussed in terms of the representation methods they use.With novice students better results were obtained with the visual programming language. However, the generative strategies used were restricted to parametric variation and the use of randomness. Scripting, on the other hand, was used by advanced students to implement rulebased generative systems. It is possible to conclude that visual languages can be very useful for making architecture students understand general programming concepts, but scripting languages are fundamental for implementing generative design systems.The paper also discusses the importance of the ability to shift between different representation methods, from more concrete to more abstract, as part of the architectural education.

D Di ig gi it ta al l F Fa ab br ri ic ca at ti io on n L La ab bo or ra at to or ri ie es s: : P Pe ed da ag go og gy y a an nd d I Im mp pa ac ct ts s o on n A Ar rc ch hi it te ec ct tu ur ra al l E Ed du uc ca at ti io on n A Ab bs st tr ra ac ct t.. This paper discusses the role of the new digital fabrication laboratories in architectural education, as an opportunity to introduce practical exploration along with scientific content. It includes a historical review of practical instruction in architecture, a description of digital fabrication labs, and a comparison between pedagogical methods in engineering laboratories and in digital fabrication labs. The paper ends with a reflection about the impact of the introduction of this type of labs on architectural education.

No abstract

The

The objective of this paper is to discuss the relevance of including the discipline of computer programming in the architectural curriculum. It starts by explaining how computer programming has been applied in other educational contexts with pedagogical success, describing Seymour Papert's principles. After that, the historical development of CAD is summarized and three historical examples of educational applications of computer programming in architecture are presented, followed by a contemporary case of particular relevance. Next, a methodology for teaching programming for architects that aims at improving the quality of designs by making their concepts more explicit is proposed. This methodology is based on the author´s experience teaching computer programming for architecture students at undergraduate and graduate levels at the State University of Campinas, Brazil. The paper ends with a discussion about the role of programming nowadays, when most CAD software are user-friendly. As a conclusion, it is suggested that the introduction of programming in the CAD curriculum within a proper conceptual framework may transform the concept of architectural education.