The Pedagogical Alignment of Computational Thinking to Architecture Education for the 21st Century Learners

Year 2022, Volume: 3 Issue: 2, 159 - 172, 30.09.2022

Elif Öksüz Uncu , Gülen Çağdaş

https://doi.org/10.53710/jcode.1146123

Abstract

For the 21st century learners, Millennials and Gen-Z students, the concept of Computational Thinking (CT) has been inclusively affirmed in higher education with different teaching methods and strategies. However, it has been almost a decade that Generation Z students form the main bulk of students in classrooms. And their distinct characteristics from the Millennials have necessitated rethinking educational practices, pedagogies and teaching approach to provide an optimal and holistic learning environment that meets their learning needs. In this regard, by scrutinizing the contemporary approach to the concept of Computational Thinking, this article discusses the pedagogical alignment of CT in architecture education by addressing its cognitive contributions as a mental tool for the 21st century learners. It highlights the challenges of teaching computational thinking within the current pedagogical framework in architecture education by regarding the learning preferences and attributes of Generation-Z.

Keywords

architecture pedagogy, cognitive skill, Computational thinking, Generation-Z, Millennials

21. Yüzyıl Öğrencileri için Hesaplamalı Düşünmenin Mimarlık Eğitimine Pedagojik Uyumu

Abstract

21. yüzyıl öğrencileri (Y ve Z Kuşakları) için, Hesaplamalı Düşünme (HD) kavramı, farklı öğretim yöntemleri ve stratejileri ile yükseköğretimde kapsayıcı bir şekilde teşvik edilmektedir. Buna karşılık yaklaşık on yıldır lisans öğrencilerin büyük çoğunluğu Z Kuşağı öğrencileri oluşturmaktadır. Bu nesilin Y Kuşağı'ndan farklı özellikleri, öğrenme ihtiyaçlarını karşılayan optimal ve bütünsel bir öğrenme ortamı sağlamak için eğitim uygulamalarının, pedagojilerinin ve öğretim yaklaşımının yeniden düşünülmesini gerektirmektedir. Bu yazı da Hesaplamalı Düşünme kavramına olan çağdaş yaklaşımı ele alarak, 21. yüzyıl öğrencileri için bu kavramın zihinsel bir araç olarak bilişsel katkılarını irdelemekte; HD'nin mimarlık eğitiminde pedagojik uyumunu tartışmaktadır. Mimarlık eğitiminde mevcut pedagojik çerçeve içinde hesaplamalı düşünmeyi öğretmenin zorluklarını, Z Kuşağının öğrenme tercihlerini ve niteliklerini göz önünde bulundurarak vurgulamaktadır.

Keywords

Bilişsel Beceri, Hesaplamalı Düşünme, Mimarlık Pedagojisi, Y-Kuşağı, Z-Kuşağı

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