مشخصات مقاله:
عنوان فارسی مقاله:
یادگیری انتقادی برای معماری پایدار: فرصت هایی برای طراحی استودیو آموزش و پرورش
عنوان انگلیسی مقاله:
Critical learning for sustainable architecture: opportunities for design studio pedagogy
کلمات کلیدی مقاله:
معماری پایدار؛ استودیوی طراحی؛ آموزش پایدار؛ یادگیری عمیق
مناسب برای رشته های دانشگاهی زیر:
معماری
مناسب برای گرایش های دانشگاهی زیر:
معماری پایدار
وضعیت مقاله انگلیسی و ترجمه:
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فهرست مطالب:
Abstract
Keywords
1. Introduction
2. Literature review
3. Background and context of the research
4. Method
4.1. A case study approach
4.2. Research sample
4.3. Data collection and analysis
4.4. Trustworthiness and Bias
5. Results
5.1. Course and curriculum
5.2. The design process
5.3. Learner independence
5.4. Teaching interactions
6. Discussion
7. Conclusion and recommendations for educators
7.1. Frame assignments as sustainable challenges in real-world contexts
7.2. Emphasise the role of the design process in learning
7.3. Ground learning in existing experiences, values and understanding of sustainability
7.4. Emphasise pedagogy over content
7.5. Further work
References
قسمتی از مقاله انگلیسی:
Abstract
Embedding sustainability within building design programmes should be of primary concern for educators. This research identifies opportunities to enhance learning for sustainability within a design studio pedagogy. The design studio is the primary means of educating architects in Europe, however, integrating holistic and critical approaches to sustainability is often neglected. The research adopted a qualitative approach in which a leading RIBA Part 2 architecture programme in the UK was chosen as a case study. Prolonged engagement revealed underlying pedagogic barriers and opportunities for sustainability integration. The research was conducted over two years, sampling two consecutive cohorts of students. Data were collected through interviews with staff and students, observations of teaching practices and analysis of course documents. The findings show that although students exhibited motivation for sustainability, implicit architectural values undermined holistic approaches to sustainability. However, the studio presented opportunities to overcome these barriers including: mainstreaming sustainability within assignments; embracing critical pedagogies; grounding learning in existing experiences; and focussing on the process of design. The research has significance for all design led pedagogies. It provides transferable recommendations to design educators as well as providing insights for the wider profession to enhance sustainable practice.