Action research and architectural sustainable design education: a case study in Brazil
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Action research and architectural sustainable design education: a case study in Brazil Doris C. C. K. Kowaltowski1 · Vanessa Gomes da Silva1 · Leticia de O. Neves1 · Marcella S. Deliberador2 · Olívia O. de C. Zara3 · Giseli M. Colleto3 · Evandra Ramos Victorio3 Accepted: 15 May 2019 © Springer Nature B.V. 2019
Abstract Research to improve aspects of architectural design education produced a collection of research-supported best practices and these lessons need integration into the studio environment. Design instructors must innovate, but in ways that allow previous result analysis. Action Research (AR) is seen as a valuable asset for providing an opportunity for systematic documentation and reflection of tested variables. This paper presents an ARenriched architectural design studio teaching experience delivered to third year Architecture and Urban Design students and devised to support individual design process development of students, framed by bioclimatic and sustainable design of school buildings. A 5-year AR project sought to identify (1) the points where undergraduate architecture students “got stuck” during design development; (2) why they had difficulties to fully understand and integrate sustainability concepts into their proposals; and (3) which contents and approaches could help them to overcome design blocks and produce sustainability responsive quality designs. Our research involved 150 students while taking the studio between 2013 and 2018. As a design process takes time to be consolidated and assimilated, positive response was clearer in relation to students’ interest, behavior and demonstration of understanding of the body of knowledge. Significantly improved student design outcomes were not yet confirmed. However, our findings validate AR to improve a design studio setting through accumulated learning by instructors and detailed documentation and systematic analysis of the effects of a collection of approaches, tools and protocols could be applied to independent analysis to increase the quality of architectural design with sustainability in mind. Keywords Action research · Architectural design education · Sustainable architecture · Design process · School buildings
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s1079 8-019-09525-5) contains supplementary material, which is available to authorized users. * Doris C. C. K. Kowaltowski [email protected] Extended author information available on the last page of the article
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Introduction Producing fresh, creative, technologically adequate and environmentally responsive designs requires responsible, sensitive professionals with scientifically sound knowledge, capable of keeping up with social and technological advances. These demands should shape architectural design pedagogy. Teaching an increasingly complex problem-solving process challenges the typical design studio setting. Aesthetic or form-biased views of architecture need to be support
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