A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
How Architecture and Engineering Students Conceptualize Design Creation: Report of a Pilot Study
This study uses phenomenographic research methodologies to identify qualitatively different ways engineering and architecture students conceptualize design creation; it seeks to discover if and how their conceptualizations of design creation relate to their conceptualizations of knowledge generation. This work extends prior research by King and Kitchener (1994) and others (Baxter Magolda, 1992; Belenky, Clinchy, Goldberger, & Tarule, 1986; Hofer & Pintrich, 2002; Perry, 1970) about the ways students develop increasingly sophisticated ways of: understanding and conceptualizing knowledge; sources of truth; how to evaluate various opinions and points-of-view; and ways to assess truthfulness and validity of new ideas. This project stems from the proposition that this development process manifests itself somewhat differently in fields that deal with physical sciences than in those grounded in the social sciences—the realm where these theories were established and defined. King and Kitchener (1994) have shown that conceptualizations of knowledge vary from one field to the next, yet little if any work has been done to assess and compare patterns of conceptualizations in the fields of architecture and engineering. Many national regulatory boards urge engineering to change its educational practices to elicit high levels of student engagement and self-directed learning, and achieve outputs more like those associated with architectural education. An extensive report by the Carnegie Foundation for the Advancement of Teaching (Boyer and Mitgang, 1996) was conducted on behalf of the five organizations regulating the education and practice of architecture in the USA. That report described very high levels of student learning and engagement and recommended that the methods used to teach architecture be transferred for use in more fields. The current study provides additional understanding of this topic, identifying the various concepts that architecture students hold about knowledge and design as well as how these ...
How Architecture and Engineering Students Conceptualize Design Creation: Report of a Pilot Study
This study uses phenomenographic research methodologies to identify qualitatively different ways engineering and architecture students conceptualize design creation; it seeks to discover if and how their conceptualizations of design creation relate to their conceptualizations of knowledge generation. This work extends prior research by King and Kitchener (1994) and others (Baxter Magolda, 1992; Belenky, Clinchy, Goldberger, & Tarule, 1986; Hofer & Pintrich, 2002; Perry, 1970) about the ways students develop increasingly sophisticated ways of: understanding and conceptualizing knowledge; sources of truth; how to evaluate various opinions and points-of-view; and ways to assess truthfulness and validity of new ideas. This project stems from the proposition that this development process manifests itself somewhat differently in fields that deal with physical sciences than in those grounded in the social sciences—the realm where these theories were established and defined. King and Kitchener (1994) have shown that conceptualizations of knowledge vary from one field to the next, yet little if any work has been done to assess and compare patterns of conceptualizations in the fields of architecture and engineering. Many national regulatory boards urge engineering to change its educational practices to elicit high levels of student engagement and self-directed learning, and achieve outputs more like those associated with architectural education. An extensive report by the Carnegie Foundation for the Advancement of Teaching (Boyer and Mitgang, 1996) was conducted on behalf of the five organizations regulating the education and practice of architecture in the USA. That report described very high levels of student learning and engagement and recommended that the methods used to teach architecture be transferred for use in more fields. The current study provides additional understanding of this topic, identifying the various concepts that architecture students hold about knowledge and design as well as how these ...
How Architecture and Engineering Students Conceptualize Design Creation: Report of a Pilot Study
Chance, S (author) / Mimirinis,, M (author) / Direito, I (author) / Mitchell, J (author) / Tilley, E (author)
2019-06-15
In: 126th American Society for Engineering Education Annual Conference and Exposition (ASEE 2019), Paper ID # 24926. American Society for Engineering Education (ASEE): Washington, DC, USA. (2019)
Paper
Electronic Resource
English
DDC:
720
| British Library Conference Proceedings | 1998
Exploration Models as Creative Triggers to Conceptualize Architecture
| Springer Verlag | 2022
A model to conceptualize interactivity
| Springer Verlag | 2009
Reflect. Conceptualize. Participate - For a different kind of landscape architecture
| Online Contents | 2011