Learning by Doing in Architecture Education: Building Science Course Example

Yıl 2020, Cilt: 1 Sayı: 1, 2 - 15, 31.03.2020

Seher Güzelçoban Mayuk , Nilay Coşgun

Öz

With the development of technology, the living conditions and needs of individuals has also changed. These changes, which affect the personality traits, values, expectations and trends of the generations, require a revised and continuous review of architecture education. In architecture education studies carried out in this direction in recent years, it is seen that the concept of education of the architect is at the forefront. It is aimed to gain lifelong learning ability in the education of the architect who is not limited to the school and is expected to adapt to the developments by continuing after the education he / she has received. On the other hand, the features of the generation gain importance in the methods to be used in today's learning environment in which generation Z individuals take part as learners. Considering that increasing the integration of informal educational environments and formal education will contribute in mentioned point of views, learning by doing method is tried in building science compulsory courses at GTU Department of Architecture. This study, which aims to examine the results of this experimental method applied to the Z generation learners, is limited to the 2018-2019 spring semester building science I course. According to the study results of the wall workshop and the feedback form made afterward, it has been observed that new generation learners prefer to learn by doing, by experiencing rather than by listening or drawing.

Anahtar Kelimeler

Architecture education, generation Z, workshops as an informal education, learning by doing method, building science courses at GTU architecture

Teşekkür

We would like to thank Research Assistants Fazilet TUĞRUL OKBAZ, Selin ÖZTÜRK DEMİRKIRAN, Ayşegül ENGİN VARDAR and Sümeyra EROĞLU for their contributions to the wall workshop in the 2018-2019 spring semester Building Science I Course. The authors have declared that no competing interest exists.