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An Innovative Framework for Teaching/Learning Technical Courses in Architectural Education

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  • Sardar S. Shareef

    (Department of Architecture, Faculty of Architecture, Eastern Mediterranean University, Famagusta 99628, North Cyprus via Mersin 10, Turkey
    Department of Architectural Engineering, Cihan University-Sulaimaniya, Sulaimaniya 46001, Kurdistan Region, Iraq)

  • Guita Farivarsadri

    (Department of Interior Architecture, Faculty of Architecture, Eastern Mediterranean University, Famagusta 99628, North Cyprus via Mersin 10, Turkey)

Abstract

This study presents a teaching/learning framework based on parallels between problem-based learning (PBL), constructivist pedagogy, and design, which enables students to learn technical courses in a way that promotes sustainable and self-directed learning. The study used qualitative content analysis of literature surveyed from scientific databases to determine thematic codes and find the relations. The theoretical framework was implemented in a case study conducted in a second-year course in building construction technology at Tishk International University, Sulaimaniya, Iraq. The results indicate that solving ill-defined problems increased student enjoyment in learning various subjects through several teaching methods including self-directed learning. The instructor’s role is to facilitate learning rather than to provide knowledge by showing the solutions. This stimulates the students’ curiosity toward understanding problems and approaching solutions through a game-based scheme. The suggested framework can be a guide for instructors teaching technical courses of any kind. This method equips students with technical knowledge that benefits them in their studies and their professional lives after graduation, as they can integrate both their design and technical knowledge.

Suggested Citation

  • Sardar S. Shareef & Guita Farivarsadri, 2020. "An Innovative Framework for Teaching/Learning Technical Courses in Architectural Education," Sustainability, MDPI, vol. 12(22), pages 1-17, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:22:p:9514-:d:445473
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    References listed on IDEAS

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    1. Herbert A. Simon, 1996. "The Sciences of the Artificial, 3rd Edition," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262691914, April.
    2. Víctor Revilla-Cuesta & Marta Skaf & Juan Manuel Manso & Vanesa Ortega-López, 2020. "Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course," Sustainability, MDPI, vol. 12(11), pages 1-17, June.
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    Cited by:

    1. Sherzad Saber Mohammed & Engin Baysen, 2022. "Peer Assessment of Curriculum Content of Group Games in Physical Education: A Systematic Literature Review of the Last Seven Years," Sustainability, MDPI, vol. 14(11), pages 1-16, May.
    2. Shivan Khudhur Ridha & Hanife Bensen Bostanci & Mustafa Kurt, 2022. "Using Animated Videos to Enhance Vocabulary Learning at the Noble Private Technical Institute (NPTI) in Northern Iraq/Erbil," Sustainability, MDPI, vol. 14(12), pages 1-14, June.
    3. Víctor Revilla-Cuesta & Marta Skaf & Milagros Navarro-González & Vanesa Ortega-López, 2021. "Reflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?," IJERPH, MDPI, vol. 18(21), pages 1-24, November.
    4. Stanislav Avsec & Magdalena Jagiełło-Kowalczyk, 2021. "Investigating Possibilities of Developing Self-Directed Learning in Architecture Students Using Design Thinking," Sustainability, MDPI, vol. 13(8), pages 1-25, April.

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