| Title |
Investigating Constructivist Approach to Design Studio Courses in Universities of U.S.A and U.K. |
| Authors |
Lee Do-Young ; Chung Hyun-Mi |
| Keywords |
Design Studio ; Constructivism ; Problem Based Learning(PBL) ; Community of Practice(CoP) |
| Abstract |
This study proposes to investigate possibilities of utilizing constructivist approach to practice based professional training of university students in studio environments. Two fundamental ways of delivering the approach are recognized for the study; (1)Problem Based Learning(so-called PBL) and (2)Community of Practice(so-called CoP). PBL is a learning method for learners to motivate their ability of practicing by co-working with fellows under the same subjects and common rules as well. On the other hand, CoP can be defined as a practice based learning method for professionals with different abilities of solving problems but same objectives to improve professionalism of each in the community vie means of co-works and mutual interactions. Based on relevant literature reviews, a conceptual model for the study is developed as an analytical tool for the study. To prove its validity as applied to architectural design studios, a total of 41 studios projects delivered actually on 2005/6 academic years and particularly in the foundation and core programs of professional schools of architecture in U.S.A and U.K. are examined. They are (1)Southern California institute of architecture(so called ‘SCI-Arc’), (2)Cornell department of architecture, (3)Cooper Union school of architecture, (4)Pratt institute school of architecture in U.S.A., and (5)Bartlett school of architecture and Architectural Association school of architecture in U.K. Results of the study can be summarized as follows. First, problems are presented to students in a realistic and practical but non structured format. Second, team practice is planned to be frequently occurred to learn more on individual levels. Third, CoP activities actually take place as a variety of architectural professionals altogether are participated in CoP groups to solve a series of common problems. Fourth, diverse personal and material resources are provided for students to activate their CoP activities at different levels. Tutors work as a guider or coach for students to proceed project delivery in an effective and right way, while students are active workers who develop ideas and solve problems with professional minds of their own and professionals’ helps as well. |