The Active Role of Students, Teachers, and Stakeholders in Managing Economic and Cultural Value, Urban and Built Heritage

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2021-08-17 DOI:10.14434/ijpbl.v15i1.29626

R. Curto, Alice Barreca, C. Coscia, Diego Giuseppe Ferrando, E. Fregonara, D. Rolando

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引用次数: 3

Abstract

Innovation in architecture education is increasingly oriented towards the analysis of real problems considered in their complexity and multi-dimensionality and the active involvement of the stakeholders. The aim of this paper is to highlight how the active role of stakeholders can improve the economic and cultural value of enhancement projects developed in architecture and planning schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the atelier “Heritage Preservation and Enhancement” of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues. Innovation in architecture education is increasingly oriented towards the analysis of real problems considered in their complexity and multi-dimensionality and the active involvement of the stakeholders. The aim of this paper is to highlight how the active role of the stakeholders can improve the economic and cultural value of enhancement projects developed in Architecture and Planning Schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the Atelier "Heritage Preservation and Enhancement" of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues.

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学生、教师和利益相关者在管理经济和文化价值、城市和建筑遗产方面的积极作用

建筑教育的创新越来越倾向于分析实际问题的复杂性和多维性，以及利益相关者的积极参与。本文的目的是强调利益相关者的积极作用如何提高建筑和规划学校开发的增强项目的经济和文化价值，重点关注基于问题的学习(PBL)方法的潜力。本文介绍了一个基于PBL方法的三步教育程序，该程序应用于都灵理工大学的“遗产保护和增强”工作室。结果表明，与教师和利益相关者的持续互动和对话可以有效地支持学生解决实际问题，并制定可持续和可行的增强项目，这些项目能够将遗产保护与经济金融问题结合起来。建筑教育的创新越来越倾向于分析实际问题的复杂性和多维性，以及利益相关者的积极参与。本文的目的是强调利益相关者的积极作用如何提高建筑与规划学校开发的增强项目的经济和文化价值，重点关注基于问题的学习(PBL)方法的潜力。本文介绍了一个基于PBL方法的三步教育程序，该程序应用于都灵理工大学的“遗产保护和增强”工作室。结果表明，与教师和利益相关者的持续互动和对话可以有效地支持学生解决实际问题，并制定可持续和可行的增强项目，这些项目能够将遗产保护与经济金融问题结合起来。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.