Presence of Culture in Architectural Education: A Case Study of Metu School of Architecture

Pasha, Yasira Naeem

doi:10.4305/metu.jfa.2020.1.7

Cited by 2 publications

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“…With the change in social needs, it has been indicated in many research studies that real-time and objective environmental and social nonmorphological elements (such as history, culture, society, ecology, and economy) will also positively affect architectural design [16]. The New European Bauhaus, which aims to establish a connection between science and technology, culture, and art, closely combines aesthetic design with sustainable development [17], and emphasizes the role of social, environmental, and cultural sustainability in architectural design [18].…”

Section: The Relationship Between Nonmorphological Elements and Archi...mentioning

confidence: 99%

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Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”

Qiu,

Wang,

Chen

et al. 2023

Buildings

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This study focuses on the topic of “Urban Village Renovation Design” under the complex and diversified social needs in the third year of the architecture undergraduate program at Zhejiang University, China. Based on the theory and method of “situational teaching,” this study proposes a teaching framework integrating the investigation and cognition of nonmorphological elements, such as historical background, economic structure, social structure, public service, and human needs. The study aims to reveal the analysis and response of site investigation and architectural programming to social needs in the realistic context, and take nonmorphological elements as one of the important factors to promote the rationality and authenticity of architectural design, standardize the teaching process in the form of the teaching framework, and realize the teaching goal of solving social needs by design. Qualitative analyses are used to evaluate whether the proposed teaching framework achieves the expected teaching effects according to Bloom’s Taxonomy. We then use the Kirkpatrick model to quantitatively evaluate the specific effects of the framework, and the differences in the positive effects of nonmorphological elements on teaching are explored. In addition, regression analysis is used to discuss ways of obtaining nonmorphological elements. The results show that the teaching framework is a feasible method to improve students’ understanding of social problems and implement reasonable architectural programming that integrates nonmorphological elements in the architectural design course. To some extent, this teaching framework addresses the neglect of nonmorphological elements in traditional Chinese architectural design teaching, and forms an experience-based teaching methodology that can be used to guide architectural design teaching on other topics. This study is helpful in exploring the value and potential of nonmorphological elements in architectural design and provides a reference for college teachers engaged in architectural programming and design teaching.

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Section: The Relationship Between Nonmorphological Elements and Archi...mentioning

confidence: 99%

“…You have clear motivation to learn nonmorphological elements knowledge. 16 By the end of the course, you have a much better understanding of nonmorphological elements than at the beginning.…”

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confidence: 99%

Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”

Qiu,

Wang,

Chen

et al. 2023

Buildings

View full text Add to dashboard Cite

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Cultural Consciousness in Heritage Architecture Education With a Problem-Based Learning Approach

Koh,

Jamal

2024

Insights on Resiliency and Urban Development

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Heritage architecture education is important to develop contextual understanding and cultural consciousness among architecture students. Conventional teaching approaches are inadequate to cultivate students' cultural knowledge of specific places and community contexts. This chapter addresses this gap by evaluating how problem-based learning (PBL) as a teaching approach in a measured drawing module contributes to cultural consciousness among architecture students. It adopts quantitative survey research design to evaluate students' cultural consciousness based on knowledge of place identity, understanding of community social contexts, and recognition of community cultural contexts. Two student cohorts completing the module participated as respondents, providing insights into PBL's impact. The findings substantiate the adoption of PBL as an effective pedagogy to enhance students' cultural consciousness, by developing contextual and cultural sensitivity in design cognition. It is also useful in guiding the design of teaching approaches for culturally related subjects in other disciplines.

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Presence of Culture in Architectural Education: A Case Study of Metu School of Architecture

Cited by 2 publications

References 0 publications

Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”

Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”

Cultural Consciousness in Heritage Architecture Education With a Problem-Based Learning Approach

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