Abstract
Since the 1990s, several studies have focused on the concept of Transformative Pedagogy as a strategy to foster inter-disciplinary abilities to rise to the challenge of sustainable development. Although the impact of these transformative pedagogies is widely recognized, their integration in traditional educational programmes is often neglected, specifically in programmes that develop future practitioners in the built environment(BE).In this realm,research has promoted the integration across disciplines as key element to build locally appropriate technological solutions to deal with energy issues that building and urban scales. However,the lack of inter-disciplinary training and tools necessary to support the understanding of complex problems within an inter-disciplinary context has remained an issue. This project deals with this lacuna by developing an innovative learning platform for knowledge integration in Energy Retrofit(ER).This paper starts with an overview of the methodological approach,which was used to configure the main structure of the cognitive tool (i.e., cmapER). Then, the results of the workshop which involved twelve senior researchers with different backgrounds (e.g. economists, architects, planners, engineers and project managers) in a mutual process of knowledge exchange, are presented. The main findings point out a set of new functionalities and properties of the CmapER as a cognitive tool that canstimulateinterdisciplinaryperspectivesinER.Thiscontributionrepresentsafurther development on the combined use of cognitive mapping technique and meaningful learning activities in the realm of BE disciplines.
Highlights
Interest in the pedagogical aspects of sustainable development has grown during the last three decades
Categories and Lines of Research became the Domains of Knowledge. They were organised with regard to the main focus question and hierarchically distributed within the map
CmapER visualises a piece of interdisciplinary knowledge on Energy Retrofit as a tool for Low Carbon Transition, providing a common platform which is ready to be adapted or adopted according to the users’ prior knowledge
Summary
Interest in the pedagogical aspects of sustainable development has grown during the last three decades. Higher Education has gained a critical role in the development of competences that are necessary to deliver a sustainable built environment [1], e.g. collaborative working [2], the ability to explore and solve complex problems [3]. Architecture across Boundaries theoretical and practical learning approaches became less appropriate to deal with the emergent demands of this complexity [5]. Several studies have investigated the new pedagogical principles for sustainability. Vassigh and Spiegelhalter [6] have emphasized the importance of self-directed learning, which can be supported by Information and Communication Technologies for developing a new set of pedagogical strategies. Other studies have promoted the need for a transformative pedagogy that engages learners in a deep inquiry-based learning process [8]
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