Structural Literacy in Architectural Studio Learning
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| Title: | Structural Literacy in Architectural Studio Learning |
|---|---|
| Language: | English |
| Authors: | Nevset Gul Canakcioglu (ORCID |
| Source: | European Journal of Engineering Education. 2024 49(5):965-991. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Architectural Education, Interdisciplinary Approach, Design, Concept Formation, Undergraduate Students, Student Evaluation, Evaluation Methods, Correlation, Natural Disasters, Structural Elements (Construction), Civil Engineering, Foreign Countries |
| Geographic Terms: | Turkey (Istanbul) |
| DOI: | 10.1080/03043797.2024.2378861 |
| ISSN: | 0304-3797 1469-5898 |
| Abstract: | Architectural education encompasses a multidisciplinary curriculum including design, theory, history, technology, environmental considerations, urban planning, social aspects, and professional practice. This study aims to investigate the extent to which students can effectively integrate structural concepts into architectural design. This examination takes place within the framework of a third-year architectural design studio course, where students advance their design processes with input from architectural design instructors and experts in structural concepts. To facilitate this endeavour, a simple visual screening form was introduced to aid in the learning process. The study utilises a newly generated survey, namely 'Structural System Control Form', which is inspired by the rapid visual screening forms, to assess the students' comprehension of structural concepts during a 14-week architectural design studio. Employing a descriptive and correlational research approach, the study assesses the effectiveness of this integrated strategy in enhancing the students' understanding of structural principles. The findings revealed a notable development among students who participated in the integrated approach, highlighting the value of feedback and evaluation from instructors versed in construction. Furthermore, the use of simplified structural models in students' projects improved their understanding of structural concepts and their ability to incorporate them into their architectural representations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442662 |
| Database: | ERIC |
| Abstract: | Architectural education encompasses a multidisciplinary curriculum including design, theory, history, technology, environmental considerations, urban planning, social aspects, and professional practice. This study aims to investigate the extent to which students can effectively integrate structural concepts into architectural design. This examination takes place within the framework of a third-year architectural design studio course, where students advance their design processes with input from architectural design instructors and experts in structural concepts. To facilitate this endeavour, a simple visual screening form was introduced to aid in the learning process. The study utilises a newly generated survey, namely 'Structural System Control Form', which is inspired by the rapid visual screening forms, to assess the students' comprehension of structural concepts during a 14-week architectural design studio. Employing a descriptive and correlational research approach, the study assesses the effectiveness of this integrated strategy in enhancing the students' understanding of structural principles. The findings revealed a notable development among students who participated in the integrated approach, highlighting the value of feedback and evaluation from instructors versed in construction. Furthermore, the use of simplified structural models in students' projects improved their understanding of structural concepts and their ability to incorporate them into their architectural representations. |
|---|---|
| ISSN: | 0304-3797 1469-5898 |
| DOI: | 10.1080/03043797.2024.2378861 |
