Zhu, Y and Ibrahim, M (2017) Application of structure–behavior–function (SBF) theory to construction education. International Journal of Construction Management, 17(4), pp. 264-279. ISSN 1562-3599
Abstract
To support students developing a better understanding of the complexity of construction processes, the authors proposed an experimental learning environment called Case-based Active Knowledge Environment (CAKE) and tested it against a conventional learning environment. CAKE was developed based on the structure–behavior–function (SBF) theory. Two separate experiments were conducted to test the use of CAKE. The results show that when information contained in both learning environments is similar, CAKE does not demonstrate a clear advantage over the conventional learning environment, when students are describing or predicting the case in terms of using more structure, behavior or function concepts. However, students using CAKE perform better in using concepts correctly to describe the case. This result may correlate with the selection, design and analysis of the case study, particularly the differentiation between salient and non-salient concepts. Measures to be taken in the future to enhance the research are also discussed.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | construction education; hypermedia systems; simulations; structure–behavior–function |
| Index terms: | case study, construction process, construction education, differentiation, complexity, experiment |
| Subjects: | building construction, professional education, systems engineering, data collection methods, organization |
| Topics: | Site Management, Organizational Design, Education, Engineering Principles, Research Practice |
| Descriptive scope: | 3 PCE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here