A Concept Transformation Learning Model for Architectural Design Learning Process

Autor/inn/en	Wu, Yun-Wu; Weng, Kuo-Hua; Young, Li-Ming
Titel	A Concept Transformation Learning Model for Architectural Design Learning Process
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 5, S.1189-1197 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Models; Design; Architectural Education; Teaching Methods; Pretests Posttests; Questionnaires; Concept Formation; Creativity; Course Descriptions; Learning Processes; Simulation; Assignments; Comparative Analysis; Active Learning; Private Colleges; Student Attitudes; College Freshmen; Foreign Countries; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Concept learning; Begriffsbildung; Kreativität; Kursstrukturplan; Learning process; Lernprozess; Simulation program; Simulationsprogramm; Assignment; Auftrag; Zuweisung; Aktives Lernen; Privathochschule; Schülerverhalten; Studienanfänger; Ausland; Statistische Analyse
Abstract	Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students' own creativity. Therefore, this study aims to propose a concept transformation learning model to achieve the learning objective via the input-process-output learning process, which focuses on: (1) the information transmission of the concept (or conceptual frame); (2) the students' simulation, analogy, analysis, and innovation; and (3) the works output (or learning output). In this study, three design assignments of 2D composition, 3D composition, and architecture form composition are given to the students to promote their motivation of active learning via the concept transformation learning model. The effectiveness of the concept transformation learning model is verified by comparing the results of the pre-test questionnaires and the post-test questionnaires. The questionnaire results also indicate that, with the concept transformation learning model, students' creativity can be effectively promoted so that they can become more interested and more active in their learning. The research results can be referred by further teaching and studies of architectural design. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01