A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Conceptual Freedom in Planning Education and Students’ Methodological Learning
We reflect on a master’s seminar in Applied Geography and Planning, where students had great conceptual freedom in developing their empirical approaches towards group work. First, we assess the inductive, grounded learning design of the course. We then develop thoughts on the degree to which it was fruitful for the students’ methodological learning to allow for a conceptual framework within a single university course. Inductive course designs can foster students’ methodological learning, albeit at the expense of actual content. We close with considerations for designing future courses, putting the findings into the perspective of future challenges of the planning profession.
Conceptual Freedom in Planning Education and Students’ Methodological Learning
We reflect on a master’s seminar in Applied Geography and Planning, where students had great conceptual freedom in developing their empirical approaches towards group work. First, we assess the inductive, grounded learning design of the course. We then develop thoughts on the degree to which it was fruitful for the students’ methodological learning to allow for a conceptual framework within a single university course. Inductive course designs can foster students’ methodological learning, albeit at the expense of actual content. We close with considerations for designing future courses, putting the findings into the perspective of future challenges of the planning profession.
Conceptual Freedom in Planning Education and Students’ Methodological Learning
Humer, Alois (author)
Planning Practice & Research ; 37 ; 412-426
2022-07-04
15 pages
Article (Journal)
Electronic Resource
Unknown
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