Active learning for the promotion of students’ creativity and critical thinking

Sgambi, Luca; Kubiak, L.; Basso, Noemi; Garavaglia, Elsa

doi:10.1108/arch-11-2018-0018

Cited by 22 publications

(31 citation statements)

References 19 publications

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“…Prince (2004) has defined active learning as any instructional method, the core elements in which are student activity and engagement in the learning process. Sgambi et al (2019) showed that active learning pedagogy can promote students' creativity and critical thinking when applied to college courses (in their case a structural design course) that are conducted in a passive way.…”

Section: Privacy Needs In a Classroom Settingmentioning

confidence: 99%

Collaborative design of an active learning classroom with high school students and teachers

Kepez

Üst

2020

ARCH

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PurposeThe aim of this study is to understand classroom settings desired by high school students and teachers in an active learning classroom. The research question is whether students and teachers will differ from each other when designing an active learning classroom.Design/methodology/approachIn an effort to design a learning environment for an advanced placement programme, action research methodology was followed by conducting a participatory workshop in a real active learning classroom with future users. Working in isolation from one another, students and teachers designed their own classrooms by forming different learning centres. During the study, two groups, made up of ten high school students and seven teachers, respectively, were asked to arrange the furniture in an active learning classroom. The groups were free to form as many furniture arrangement configurations as they wished and were asked to write about their workshop experiences afterwards. Once they had completed both tasks, their plan layouts were examined.FindingsAll of the plan layouts were found to fall into one of three categories: a traditional layout, a small group layout or a single large group layout. The written texts were also analysed, which revealed different perspectives of each participating group. As students and teachers explore different learning opportunities, they appear to be driven by different kinds of experiences when they endeavour to organize their classrooms.Originality/valueNever before has an active learning classroom been the site for a participatory furniture arrangement workshop that employs teachers and students.

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Section: Privacy Needs In a Classroom Settingmentioning

confidence: 99%

Collaborative design of an active learning classroom with high school students and teachers

Kepez

Üst

2020

ARCH

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“…Most of the educators agree that learning is a cognitive process of acquiring knowledge and information through experiences (Sgambi et al, 2019). Our students have changed radically.…”

Section: Active Learning: the Most Appropriate Learning Methodsmentioning

confidence: 99%

School library as the active learning center of the school

Lujanac¹

2019

iasl

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The fact is that many children, especially teenagers, suffer from mental and emotional stress and problems with their learning skills. Many of them are at risk of cardiovascular and locomotor system diseases because of the sedentary life-style. Most health experts agree that kids live sedentary if they do not exercise at least 30 minutes three times a week, have a lessons that requires little physical activity and sit most of the time. Physically active kids feel better what is prerequisite for successful learning but it is very often that pupils at school sit and learn using tablets, books, smartphones and computers. The needs of today pupils means active learning but also active way of living. School library is one of the most appropriate location in the school to connect movement, creativity and learning.

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“…Addressing active learning strategies (Sgambi et al, 2019), highlight the importance of active experiences which can lead to improving the teaching of technical subjects, such as structural engineering within the architectural curriculum. Their work demonstrates the relationship between active learning and the educational outcomes mandated by the overall provision.…”

Section: Knowledge Spaces In Architecture and Urbanismmentioning

confidence: 99%

Knowledge spaces in architecture and urbanism – a preliminary five-year chronicle

Salama

2022

ARCH

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PurposeCommemorating the 15th year anniversary of discourse, knowledge dissemination in architecture and urbanism through the contributions published in Archnet-IJAR: International Journal of Architectural Research, since March 2007, this article aims to capture, unpack and categorize the key content of published research outputs during the last five years into knowledge spaces.Design/methodology/approachWhile referring to key statistics of various recognized databases in order to highlight the journal growth, development and performance, the approach to the analysis is inspired by Crysler's Writing Spaces: Discourses of Architecture, Urbanism and the Built Environment. This is established through a preliminary conceptual content analysis that enables the development of specific content categories representing knowledge spaces based on the overall contributions to the journal since its inception in 2007 and then mapping the recent contributions, developed over the past five years (2017–2021), to these knowledge spaces. The thrust of the analysis is to instigate a structured understanding of Archnet-IJAR role in the development and dissemination of knowledge in architecture and urbanism.FindingsThe examination of the content and the analysis reveal two broad categories of knowledge spaces: established and evolving. Established knowledge spaces are recognized in terms of theorizing architectural and urban production; the public realm and assessment of designed environments; housing, the informal and the vernacular; urban heritage and historic environments; and architectural and urban politics. Evolving knowledge spaces were acknowledged in terms of architectural education and design pedagogy; collaborative planning and community design; architectural and urban sustainability and resilience; health, wellbeing and engaging with nature; and COVID-19 spatial and pedagogical implications. Characterized by clear definition and at the same time transparent borders, the identified knowledge spaces have the potential of generating further possibilities for future knowledge spaces.Research limitations/implicationsIn addition to a holistic analysis based on the scrutiny of contributions as they progressed from submissions to reviews to publishing, future work would involve more systematization, in-depth engagement with metadata and should benefit from IT applications and data mining software packages.Practical implicationsThis article is regarded as a cognizance platform and an enabling mechanism for researchers and future contributors to identify the unique particularities of their research, the nature of the content they aim to develop and the way in which that content may contribute to one or more knowledge spaces.Originality/valueEstablishing an understanding of the knowledge spaces which represent contributions published in Archnet-IJAR, the knowledge spaces identified demonstrate diversity and plurality; diversity in ontological interpretations of the nature of reality and plurality and pluri-epistemology in terms of how methods are pursued and the way in which such interpretations are developed, recorded, documented and communicated. These are knowledge spaces of possibilities and anticipation of growth, evolution and development.

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Active learning for the promotion of students’ creativity and critical thinking

Cited by 22 publications

References 19 publications

Collaborative design of an active learning classroom with high school students and teachers

Collaborative design of an active learning classroom with high school students and teachers

School library as the active learning center of the school

Knowledge spaces in architecture and urbanism – a preliminary five-year chronicle

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