通过学生主导的合作学习增强知识、技能和身份发展:在规划工作室课程中逐步赋予学生权力的经验

IF 2.8 3区经济学 Q2 REGIONAL & URBAN PLANNING

Journal of Planning Education and Research Pub Date : 2022-08-31 DOI:10.1177/0739456x221118599

Eva Purkarthofer, R. Mäntysalo

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引用次数: 1

摘要

工作室课程是在城市和区域规划领域教授基于问题和应用技能的一种常见方式。在这篇文章中，我们反思了策划工作室课程的经验，该课程建立在逐渐增加学生自主权的理念之上，在课程的最后阶段达到顶峰，全班全班自组织战略计划的内容和交付。我们将这种方法称为“学生主导的协作学习”，认为它使学生能够学习与学科相关的知识和与沟通、组织和谈判相关的技能，同时也支持学生的个人和专业成长以及身份发展。

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Enhancing Knowledge, Skills, and Identity Development Through Collaborative Student-Led Learning: Experiences With the Gradual Empowerment of Students in a Planning Studio Course

Studio courses are a common way to teach problem-based and applied skills in the field of urban and regional planning. In this article, we reflect on the experiences from a planning studio course that builds on the idea of gradually increasing student autonomy, peaking in the final phase of the course when the whole class self-organizes the content and delivery of a strategic plan. We term this approach “collaborative student-led learning,” arguing that it enables students to learn subject-related knowledge and skills related to communication, organization, and negotiation, while also supporting students’ personal and professional growth and identity development.

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来源期刊

Journal of Planning Education and Research Multiple-

CiteScore

7.40

自引率

4.50%

发文量

期刊介绍： The Journal of Planning Education and Research (JPER) is a forum for planning educators and scholars (from both academia and practice) to present results from teaching and research that advance the profession and improve planning practice. JPER is the official journal of the Association of Collegiate Schools of Planning (ACSP) and the journal of record for North American planning scholarship. Aimed at scholars and educators in urban and regional planning, political science, policy analysis, urban geography, economics, and sociology, JPER presents the most vital contemporary trends and issues in planning theory, practice, and pedagogy.