Abstract
Green building education is enhanced through close collaboration of students from different disciplines in order to solve challenging problems. Successful collaboration depends on the establishment of a common understanding of green building subjects among those involved. To gain this common understanding concept learning is critical. A concept learning process can be improved when factors affecting it are addressed. Prior knowledge and learning styles of the students influence the way they learn concepts. This paper discusses the relationship between the concept learning process and the prior knowledge and learning styles. An experiment was conducted by comparing two groups of students. One group learned concepts by using a conventional method, and the other group was given concepts customized to their prior knowledge and learning styles. Improvements in concept learning were measured through a series of tests. Tests results were analyzed using an independent t-test. The results indicated that the group which was given the customized material showed greater improvement in their concept learning than the group who learned concepts presented conventionally.
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