Abstract
The research aims to know the actual use of modern strategies to teach the architecture design studio in the departments of architecture in West Bank universities, to find differences in the use among instructors due to variables (gender, workplace, academic qualification, and the number of experience years and specialty), the extent of knowledge of modern teaching strategies between architecture instructors, and the appropriate teaching strategies for teaching design studio for each level of study. This research's importance lies in spread awareness among instructors about modern design studio teaching strategies and their benefits to the learning process and to change reality and draw attention to new Architectural Design Studio Pedagogy. The descriptive and analytical approach in research implementation. The study tools are interviews and questionnaires. All instructors have demonstrated their use of the following strategies: Brainstorming strategy, Problem-solving strategy, Group work Strategy, Project-based learning, Lecturer's strategy (developed), and Method of scientific trips and visits.
Highlights
HE education system faced significant challenges in Tlight of scientific and technological progress and the knowledge outburst, which had reflection on the educational process in general, and on the university professor role nature in particular
The current research problem is determined by answering the following questions: 1) What is the extent of knowledge of modern teaching strategies of the architecture instructors who teach design studio in West Bank universities?
Delphi Technique used to obtain an opinion from a group of experts (Design studio instructors) related to modern teaching strategies depending on their experience by doing interviews and repeating it
Summary
HE education system faced significant challenges in Tlight of scientific and technological progress and the knowledge outburst, which had reflection on the educational process in general, and on the university professor role nature in particular. Considering the university professor's role in the current era, it does not lie on teaching students as much as it helps them to learn. Students do not need to gather and accumulate knowledge as much as they need to be proficient in the optimal use of their capabilities to interact with current and future changes. Indoctrination strategies are no longer an appropriate method; instead, they made the educational process in universities incredibly dull, routine, and inertia. The educational process perception changed, the professor and the student's role changed too [1]. Some various definitions and opinions dealt with the word "strategy," and some people view the strategy as a set of teaching procedures which the professor chooses in advance and plans to use during the teaching implementation optimally to effectively achieve the desired teaching goals in light of the available capabilities [2]
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