A Method to Introduce Building Performance Simulation to Beginners

Niko Gentile,Jouri Kanters,Henrik Davidsson

doi:10.3390/en13081941

Abstract

Competence in performing Building Performance Simulations (BPS) is a fundamental asset for an energy specialist. However, teaching BPS to new students can be challenging, often due to the overwhelming capabilities of the software. The consequences for students are frustration and lack of confidence using the software, dividing group work based on previous expertise and, most importantly, the inability to predict and critically analyse results due to the superficial understanding of simulations. This paper presents and evaluates a simple method named ‘control method’ which is intended to introduce BPS in classes where students have a limited experience working with BPS, significantly different educational backgrounds, and where the time to teach BPS in class is limited. The method is built around the Structure of Observed Learning Outcomes taxonomy. It aims to provide the students with a basic understanding of the input-output relationship between parameters, prompting the use of BPS independently during their individual study time. The application of the method is evaluated with two survey-based studies. The findings suggest that the method prompts higher level thinking in BPS and collaborative learning in groups. Further investigation is needed to verify if students’ ability to predict results is also increased.

Highlights

Competence in performing Building Performance Simulation (BPS) is a fundamental skill for energy specialists
The scope of teaching BPS is to generate a tight link between education and practice, which is in line with the expectations of students enrolling in this type of courses [3] and with the vision of the International Building Performance Simulation Association (IBPSA) [4]
The experience level of 3D modelling has increased over the years, going from about 50% of the students having had some training in 3D modelling in C2017, to almost all student in C2019

Summary

Introduction

Competence in performing Building Performance Simulation (BPS) is a fundamental skill for energy specialists. Previous teaching experiences and informal conversations with students suggested that students struggled to reach high competence levels in BPS, like predicting the effect of changes in the building envelope on the final energy use. Methodmethod was built on the expected learning outcomes (or competences) from the course Those were categorised according to the Structure of Observed the control method was built expected learning outcomes Learning Outcomes (SOLO). SOLO taxonomy classifies the (or competences) frombased the course Those complexity were categorised according to the(Figure Structure. C2019, 15 students (56% response rate) answered to the evaluation, the learning outcomes were assessed via closed-ended questions complemented by questionnaire before the course, but only ten of those (37%) answered to the follow-up after the open-ended reflections (Appendix A, Table A2).

Methods

Results

Discussion

Conclusion