Contextual learning strategies in the early stages of architecture education

Name: Contextual learning strategies in the early stages of architecture education
Author: Şahin, Murat

İsim	Contextual learning strategies in the early stages of architecture education
Yazar	Şahin, Murat
Basım Tarihi:	2019
Basım Yeri	- Sciencepark SCI
Konu	Narrative reflection, Contextual learning, Alignment, Architectural education
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	2547-8818
Kayıt Numarası	1069042e-29aa-48f4-9a41-8d0e5bc0f062
Lokasyon	Architecture
Tarih	2019
Örnek Metin	The main objective of this paper is to present a series of interconnected contextual learning strategies applied in the early stages of architecture education. The study presents the design and implementation process of a term project assigned to first-year architecture students. It applied the contextual learning strategies by combining the autobiographical memory and design problem to explore unique narrative structure. This method allows for aligning multiple contexts-course content, the objective of the course, students profile, the learning environment and the basis of the design disciplines. The process was a performative one that involves storytelling, video making, quasi-research skills and informal discussions with parents and guardians to uncover and present the changing nature of the urban fabric as seen and understood by students. The results show that the students engaged and unearth various material within the contextual paradigm.
DOI	10.18844/prosoc.v6i1.4183
Cilt	6

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Contextual learning strategies in the early stages of architecture education

Yazar Şahin, Murat

Basım Tarihi 2019

Basım Yeri - Sciencepark SCI

Konu Narrative reflection, Contextual learning, Alignment, Architectural education

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 2547-8818

Kayıt Numarası 1069042e-29aa-48f4-9a41-8d0e5bc0f062

Lokasyon Architecture

Tarih 2019

Örnek Metin The main objective of this paper is to present a series of interconnected contextual learning strategies applied in the early stages of architecture education. The study presents the design and implementation process of a term project assigned to first-year architecture students. It applied the contextual learning strategies by combining the autobiographical memory and design problem to explore unique narrative structure. This method allows for aligning multiple contexts-course content, the objective of the course, students profile, the learning environment and the basis of the design disciplines. The process was a performative one that involves storytelling, video making, quasi-research skills and informal discussions with parents and guardians to uncover and present the changing nature of the urban fabric as seen and understood by students. The results show that the students engaged and unearth various material within the contextual paradigm.

DOI 10.18844/prosoc.v6i1.4183

Cilt 6