대한건축학회논문집:계획계 (Journal of the Architectural Institute of Korea Planning & Design)

  • 제36권3호
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  • Pages.49-58
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  • 2020
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  • 1226-9093(pISSN)
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  • 2384-177X(eISSN)
대한건축학회 (Architectural Institute of Korea)
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건축설계 학습부진자들의 건축적 사고 개선을 위한 데모 기반 설계수업 운영모형 개발 및 활용 사례연구

A Study on Development and Use of a Demonstration-Based Architectural Design Class Operation Model for Improving Architectural Thinking Abilities of Under-Motivated Learners

  • 투고 : 2020.01.08
  • 심사 : 2020.02.25
  • 발행 : 2020.03.30
⟨ 이전 논문 다음 논문 ⟩

초록

Based on Merrill's instructional theory, this study pursued to develop a demonstration-based architectural design class operation model for the 3rd year undergraduate students taking a Spring semester design studio class. The model was designed and used particularly to improve architectural thinking abilities of under-motivated learners. Learning effects of the model were examined based on the preliminary data obtained for 3 consecutive years, 2017 through 2019. A total of 52 students were participated in the class and observed by the instructor. Once developed, the model has been continually updated and improved based on results of each class operation. Five types of demo. were used in the model. First, direct contacts of the instructor with under-motivated learners were turned out to be the most preferred demo(demo. 4), while watching and listening of the demo(demo.3) between the instructor and motivated learners taking place in class was ranked at the second place. Belief of under-motivated learners on the instructor as a professional should be highly valued for improving their architectural thinking abilities. Second, motivated peers' direct help for under-motivated ones was placed in the third rank. Social attitudes of under-motivated learners towards accepting motivated ones' helps were determined the particular demo's appropriateness. Third, a set of guidelines for operating the model in undergraduate design studio classes were developed and suggested.

키워드

과제정보

연구 과제 주관 기관 : 한국연구재단

안동대 교육공학과 교수, Ph.D. in Educational Technology 이 성과는 정부(과학기술정보통신부)의 재원으로 한국연구재단의 지원을 받아 수행된 연구임(No. 2019R1F1A1057861).

참고문헌

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