A Critical Review of Problem Based Learning in Architectural Education

Abstract

There is limited research and discussion on pedagogical approaches in architectural education, simply because it is considered as one of the “unimportant” areas that researchers “do not bother studying” (Teymur, 2001). Problem Based Learning has been known to provide competent graduates in other professional disciplines, and, consequently, there have been attempts to utilise the same pedagogical approach in architectural education where PBL is seen as a potential solution to the problems encountered in architectural education. This paper critically reviews PBL implementations at TU Delft Netherlands and Newcastle University, N.S.W. Australia and draws conclusions with particular respect to the teaching of architectural computing