• 대한건축학회논문집:계획계
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• 제34권3호
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• pp.61-72
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• 2018

This study pursued to obtain 3 consecutive purposes. First, a conceptual model for comparing 3 constructivist teaching and learning strategies( problem-based learning[$P_bBL$], case-based learning[CBL] and project-based learning[$P_jBL$]) was developed. Relationships of these constructivist strategies with the development of expertise for learners were discussed. Second, specific differences between $P_bBL$, CBL and $P_jBL$ as applied in architectural design courses were analyzed under each of the teaching and learning category. Some analytical indexes were developed by content analysis, which are applicable effectively to reveal the differences. Based on the previous findings, third, a set of strategic guidelines for use in class were made and suggested in order to develop and improve expertise in architectural design. These guidelines were largely targeted for university design courses as well as education or reeducation of practicing architects. Expecially, combined application of $P_bBL$, CBL and $P_jBL$ was hypothesized and suggested as class management guidelines. In sum, a variety of $P_bBL$ problems, CBL cases and $P_jBL$ projects should be developed for expecting audience based on design subjects and tasks. As working domains of practicing architects, exploring/analyzing, understanding/making applications, and criticizing/self-reflecting should be considered in the development process.