Learning spaces and social climate in architectural education: design studio vs. traditional classroom

DS 76: Proceedings of E&PDE 2013, the 15th International Conference on Engineering and Product Design Education, Dublin, Ireland, 05-06.09.2013

Year: 2013
Editor: John Lawlor, Ger Reilly, Robert Simpson, Michael Ring, Ahmed Kovacevic, Mark McGrath, William Ion, David Tormey, Erik Bohemia, Chris McMahon, Brian Parkinson
Author: Casakin, Hernan; Davidovitch, Nitza
Series: E&PDE
Institution: Ariel University Center of Samaria, Israel
Section: Learning Spaces
Page(s): 862-867
ISBN: 978-1-904670-42-1


This study examined social-academic climate as perceived by design students in learning spaces such as the design studio and in the architectural courses. A survey was conducted to evaluate this measure with regard to eight factors proposed by Moss: orientation to study material, innovation, social connections, teachers' support, competitiveness, social involvement, order and organization, teachers' control, and an index for general social-academic climate. Findings shed light on the importance that architectural students attribute to social-academic climate. These factors (mainly, students' involvement, competence, innovation, and teacher support) were rated higher in the design studio than in the courses. Social-academic climate measures such as involvement, order and organization, teacher's control, and orientation of the learning material were higher in the first year than in more advanced years. Implications for design education are discussed.

Keywords: Learning spaces, social climate, architecture, design studio, traditional classroom


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