反思可持续性:在建筑工作室中共同制作可持续设计的关键框架

IF 2.5 Q1 Social Sciences
R. Grover, S. Emmitt, A. Copping
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引用次数: 2

摘要

由于可持续设计的整体性和矛盾性,在建筑设计工作室学习可持续发展要求学生采取批判性和反思性的实践。这项研究开发了一个反射映射框架来实现深度学习。它是在与设计工作室平行的学习环境中通过参与式行动研究方法创建的。该框架用于在概念设计阶段告知可持续性方法。它鼓励参与者参与、理解和反思。这种形式的结构化小组学习是在设计工作室中实现深度学习的一对一教程的可能替代方案。该研究强调了设计工作室中可以鼓励批判性反思的替代学习环境的重要性。本研究通过描述一种通过参与性行动增强可持续性深度学习的方法,为设计教育学做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reflecting on sustainability: coproducing a critical framework for sustainable design in the architectural studio
ABSTRACT Due to the holistic and often contradictory nature of sustainable design, learning for sustainability in the architectural design studio requires students to adopt critical and reflective practices. This research developed a reflective mapping framework to enable deep learning. It was created through a participatory action research methodology within a learning environment parallel to the design studio. The framework was used to inform approaches to sustainability at conceptual design stage. It encouraged participant engagement, understanding and reflection. This form of structured group learning is a possible alternative to the one-to-one tutorial for enabling deep learning in the design studio. The research highlights the importance of alternative learning environments to the design studio that can encourage critical reflection. This research contributes to design pedagogy by describing a methodology for enhancing deep learning for sustainability through participatory action.
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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