Learning Behavior In An Architectural Teaching Studio: What To Teach And How To Learn?

Abstract

An architectural teaching studio is a basic learning environment in architectural schools. The studio aims to effectively transform knowledge through interaction between teachers and students. The effectiveness of studio teaching is based on program design, which does not only pertain to the content, but also to the management of interaction. This study discusses a general problem in architectural education and introduces the experiential learning theory of Kolb. This theory consists of two dimensions of process, namely, prehension and transformation. According to Habraken, ordinary architectural prototypes in prehension are more important than exceptional architectural examples. Transformation is a frequent and consistent process of reflection in action and/or learning-by-doing based on the theory of Donald Shöne. According to Kolb’s theory, there are four different leaning styles of students. Only one type of learning, namely, the accommodator, is preferred in architecture because this discipline is active in the learning-by-doing concept. The team chaired by Prof. Eberle will explore the teaching program and its organization.