Lueth, P L O (2008) The architectural design studio as a learning environment: A qualitative exploration of architecture design student learning experiences in design studios from first- through fourth-year. PhD thesis, Iowa State University, USA.
Abstract
This qualitative study addresses the design studio learning experiences of fifth-year architectural students, from their first year to their fourth year. It discusses the descriptions that architecture students give to the learning experiences, describes the perceptions that design students have of their learning experiences, and illuminates the outcomes of these learning experiences. The findings show that the students described their learning experiences as interrelational, perceived the experiences as transitional, and felt that their learning experiences aided in the production of outcomes. The findings were viewed within social constructivist and constructionist viewpoints and were contingent on Chickering and Reisser's model of student development. Since studio culture is generated partially by a student culture that encompasses interaction, these learning experiences are also affected by interaction. This study explores the meaning students make of their learning experiences in the design studio, which are affected by this interaction.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Evans, N J and Paxson, L |
| Uncontrolled Keywords: | culture; architectural design; learning |
| Index terms: | meaning, exploration, design studio, studio, architectural design, qualitative study, interaction, learning experience |
| Subjects: | design practice, behavioral psychology, sociology, learning methods, construction type, research design and methodology, environmental resource management |
| Topics: | Sustainability, Education, Research Practice, Construction Technology, Design Practice |
| Descriptive scope: | 3 PCT |
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