Arulmalar RAMARAJ, Jothilakshmy NAGAMMAL

Validating a direction adopted in a basic design studio based on the principles of constructivism

With an intention to adopt principles of ‘constructivist pedagogy’ integrated with an objective to foster thinking skills, ‘process oriented outcomes’ were adopted in a basic design studio during the session June – November 2016 at the Department of Architecture, Sathyabama Institute of Science and Technology, India. It was about the framing of informal activities prior to design task was to encourage the novices to unravel the spirit of the design problem intangibly. The students documented the creative processes and outcomes associated with all the tasks. We discussed, gave inputs, monitored and examined both the processes and the outcomes regularly. At the end of the semester, outcomes along with the processes were evaluated by four experts. Even though the evaluation by us as well as the jury members displayed a strong correlation, the evaluation process was intuitive. With an intention to gather diverse opinions from staff members, the processes and outcomes of the tasks were presented at a faculty development programme in November 2016. At the training programme, pre and post tests were conducted to analyze the knowledge constructed by the participants. Open ended collective tasks based on cubism paintings were planned and conducted. The ideas, concepts, processes and outcomes evolved by the teachers were documented. The findings obtained through the qualitative and quantitative analysis adopting an exploratory confirmatory method. The findings post that the direction adopted in the basic design to be an approach to incorporate principles of constructivism.

PDF

___

Alter,F. (2010). Using visual arts to harness creativity. Unesco Observatory, University of Melbourne Refereed journal, 1(5) Accessed on 21sty March 2017.

Anoniades, C.A. (1992). Poetics of architecture: Theory of design. Van Nostrand Reinhold.

Asasoglu,A.A., Gur,S.O. & Erol,Y. (2010). Basic design dilemmas in architectural education, Scientific research and essays, 3538-3549, www. academic journals.org/ SRE/article- /1380627687, Accessed on 29th June 2016.

Bashier, F. (2014). Reflections on architectural design education: The return of rationalism in the studio. Frontiers of Architectural research, 3(4), 424-430.

Boucharenc, C.G. (2006). Research on basic design education: An international survey. 16(1), 1-30, Doi:10.1007/s10798-005-2110-8, Accessed on 11th March 2017.

Cameron,R. (2009),. A sequential mixed model research design: design, analytical and display issues, International journal of multiple research approaches. 3(2), 140-152.

http://mra.e-content management. com/archives/vol/3/issue/2/, Accessed on 13th August 2017.

Celik,P.Y. & Aydinli, S. (2007). Creativity in design education: From problem solving to puzzle solving, A/Z ITU Journal of Architecture, 4(2), 36- 21. http://www.az.itu.edu.tr/vol04-02, Accessed on 21st June 2016.

Cubukcu, E. & Dundar, S.G. (2007). Can creativity be taught? An empirical studybenefits of visual analogy in basic design education. ITU A/Z Journal of Architecture, 4(2), 67-80, www. azitujournal.com

Chistaens, H (2002). The images of sustainable architecture: A refurbishment case study, http:// b r i d g e n d f a r m h o u s e . o r g . u k / . . . / hannelore_christaens_dissertation.pdf

Cikis,S. & Cil,E. (2009). Problematization of assessment in architectural design education: First year as a case study. Procedia social and behavioural sciences. World conference on educational sciences, 2103-2110, Accessed on 11th March 2017.

Creswell,J.W. (2003). Research design: Qualitative, quamtitative and mixed methods approaches, Second edition, Sage publications, http:// ucalgar y.ca/paed/files/paed/2003_ creswell_a framework for design.pdf, Accessed on 18th February 2016.

Cormu, R.L. & Peters,J.(2005). Towards constructivist classrooms: the role of the reflective teacher, 6(1), 50- 64.

Dorst, K. & Cross, N. (2001). Creativity in the design process: co evolution of problem – solution, Design studies,22,425-437[PII:s 0142- 694X (01)00009-6]

Farivarsadri, G. (2001). A critical review on pedagogical dimension of introductory design in architectural education, AEE, http://citeseerx.ist. psu.edu, Accessed on 29th June 2016.

Fosnot, C.T. (2005). Constructivism revisited: Implications and reflections. The constructivist, 16(1), http://uen. org, Accessed on 1st September 2016.

Hargrove,R. (2011), Fostering creativity in the design studio: A framework towards effective pedagogical practices. 7-11.

Haqq,A. (1998). Constructivism in teacher education: Considerations for those who would link practice to theory. http://www.ericdigests. org/1993-3theory.html, Accessed on 1st September 2016.

Ibrahim,M.L.K. & Utarberta,N. (2012). Learning in architectural studio.UKM teaching and learning congress 2011, Procedia: Social and behavioural sciences, 30-35.

Kahvecioglu, N.P. (2007). Architectural design studio organization & creativity, ITU A/Z Journal of Architecture, 4(2), 6-26.

Kim,J.S. (2005). The effects of a constructivist teaching approach on student academic achievement, self concept and learning strategies. Asia Pacific Education Review. 6(1), 7-19.

Kimmelman,J., Mogil,J.S. & Dirnagl U., (2014). Distinguishing between exploratory and confirmatory preclinical research will improve translation, 12(5), Doi:10.1371/ journal.pbio.1001863, Accessed on 8th September 2017.

Kocadere,S.A. & Ozgen, D. (2012). Assessment of basic design course in terms of constructivist learning theory. Procedia: Social and behavioural sciences, 51, 115-119, Accessed on 21st March 2017.

Kurt,S. (2009). An analytic study on the traditional environments and the use of constructivist studio in architectural design education. Procedia: Social and behavioural sciences, 401-408.

Kurt,S. (2011). Use of constructivist approach in architectural education. Procedia: Social and behavioural sciences, 3980-3988.

Makakali, E.S. & Ozker, S. (2016). Basic design in architectural education in Turkey, ERPA 2015, https://dx.doi. org/10.1051/shsconf/20162601053, Accessed on 30th June 2016

Moore, S.A. & Karvonen, A (2008). Sustainable architecture in context: STS and design thinking. Science studies, 1, 29-46.

Pagan, B. (2006). Positive contributions of constructivism to educational design. Europe’s journal of psychology. 2(1). http://ejop. psychopen/eu/article, Accessed on 1st September 2016.

Palmer, D. (2005). A motivational view of constructivist informed teaching. International journal of science education, 27(15), 1853-1881.

Parashar,S. (2010). Basic design studio: An ongoing research. International conference on architectural research, http://www. brikbase.org, Accessed on 21st June 2016

Paul,A.Kirchnerm, Sweller, J. & Clark,R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem based, experiential and inquiry base teaching. Educational psychologist. 41(2), 75-86.

Pugnale,A. & Parigi.D., (2012). Appraising technical issues in architectural education, IASS-APCS symposium: From spatial structures to space structures. Accessed on 22nd June 2016.

Ramaraj, A. & Jothilakshmy,N (2017). Examining the plausibility of fostering creativity through puzzles in architectural education: An exploratory sequential study, Thinking skills and creativity. 48-68, https://doi. org/10.1016/j.tsc.2017.02.001

Richardson,V. (2003), Constructivist pedagogy. Teachers college record. 105(9), 1623-1640. http://www. users.miamioh.edu, Accessed on 7th November 2017.

Salama, A. (2005). Skill based knowledge based architectural pedagogies – An argument creating humane environments. International conference on humane habitat, http:// archnet.org, Accessed on 22nd June 2016.

Salama, A. (2005). Skill based knowledge – based architectural pedagogies – An argument creating humane environment, ICHH 2005, https://strathprints.strath.ac.uk/5239, Accessed on 22nd June 2016.

Salama, S.A. (2013). Seeking responsive forms of pedagogy in architectural education. Field journal, 5(1), 9-30, http://strathprints.strath. ac.uk, Accessed on 22nd June 2016.

Tashakkori,A. & Teddlie, C. (2003), Handbook of mixed methods in social and behavioural research, SAGE publications.

Williams,A., Ostwald, M. & Askland, H.H. (2010).Assessing creativity in the context of architectural design education. http://hdl.handle. net/1959.13/933319, Accessed on 21st June 2016.

Wang,T. (2010). A new paradigm for design studio education. JADE, 173-183. http://www.ntut.edu.tw/ , Accessed on 29th June 2016.

Vijayalaxmi, J. (2012). Nine squares as a basic design exercise- A critique. Journal of teachingand education. 1(2),71-81.

Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction. Course design and evaluation in distance education. International journal of educational telecommunications. 6(4), 339-362