Abstract
This study presents a teaching/learning framework based on parallels between problem-based learning (PBL), constructivist pedagogy, and design, which enables students to learn technical courses in a way that promotes sustainable and self-directed learning. The study used qualitative content analysis of literature surveyed from scientific databases to determine thematic codes and find the relations. The theoretical framework was implemented in a case study conducted in a second-year course in building construction technology at Tishk International University, Sulaimaniya, Iraq. The results indicate that solving ill-defined problems increased student enjoyment in learning various subjects through several teaching methods including self-directed learning. The instructor’s role is to facilitate learning rather than to provide knowledge by showing the solutions. This stimulates the students’ curiosity toward understanding problems and approaching solutions through a game-based scheme. The suggested framework can be a guide for instructors teaching technical courses of any kind. This method equips students with technical knowledge that benefits them in their studies and their professional lives after graduation, as they can integrate both their design and technical knowledge.
Highlights
In architectural education, various teaching/learning methods coexist in the form of design-based, science-based, and expression-based modules as well as humanities and professional practice
The present paper explores the similarities between design, problem-based learning (PBL), and constructivist pedagogy
This study highlights the parallels between design, PBL, and constructivist pedagogy to prepare a framework for delivering technical courses
Summary
Various teaching/learning methods coexist in the form of design-based, science-based, and expression-based modules as well as humanities and professional practice. These courses are seen in this negative manner due to the way they are taught, which is mostly lecture-based The problem with these methods is that “the implicit authority of the lecture format obscures the conversational nature of learning rather than encouraging and demonstrating it” [14]. The way design is taught in architecture is a problem-based method [28] that is inspired by constructivism [29] and considers a deep learning process [30]. The framework is intended to improve student engagement with these courses and encourage critical thinking and deep learning, while making technical learning as enjoyable as designing through a play-based method [31] that builds a better understanding of technical knowledge. Which framework assists students in acquiring the necessary technical knowledge for their design projects?
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