Teaching Architecture, Engineering and Construction Disciplines: Using Various Pedagogical Styles to Unify the Learning Process
Teaching Architecture, Engineering and Construction Disciplines: Using Various Pedagogical Styles to Unify the Learning Process
复制标题
建筑、工程和建造学科的教学：利用不同的教学风格来统一学习过程
DOI：
10.18260/1-2--22522
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
John W. Lawson
中科院分区：
文献类型：
--
作者：
Jill Nelson;John W. Lawson
加州理工州立大学圣路易斯奥比斯波分校（加州理工学院）的建筑工程系向建筑与环境设计学院三个系的学生教授大二入门级静力学和材料力学课程。这些课程的独特之处在于建筑工程系的学生与建筑和施工管理系的学生共享课程作业。虽然这些多学科课程中的学习和解决问题有很多优势，但它们也带来了许多挑战。这三个截然不同的学科的学生的学习偏好需要对课程结构采取新的方法。这些课程于 2005 年进行了重新设计，以提高建筑管理和建筑学生的学习和后续通过率。目前，课程结构采用传统的讲座形式和实践活动相结合。这些讲座和活动组件的开发旨在结合主动学习来涵盖各种学习偏好。本文研究了三个不同学科当前学生的学习偏好，并将这些偏好与课程中使用的授课方法进行了比较。在三年的时间里，我们进行了调查以确定课程中学习风格偏好的组合。调查显示，每个学科的大多数学生对两种学习方式的偏好相同；视觉和动觉。然而，这两种主要偏好与传统的教学方式并不匹配。本文比较了注册这些课程的三个不同专业的首选学习方式，并调查了与现有教学模式的相关性。我们得出了结论，并为其他机构提供了改善课程交付的建议，并通过这些途径改善了所有学生的学习。
The Architectural Engineering Department at the California Polytechnic State University, San Luis Obispo (Cal Poly) teaches introductory sophomore level statics and mechanics of materials courses to students in three departments in the College of Architecture and Environmental Design. These courses are unique in that students in the Architectural Engineering Department share coursework with students in the Architecture and Construction Management Departments. While learning and problem solving in these multidisciplinary courses have many advantages, they also offer many challenges. The learning preference of the students in these three distinctly different disciplines requires a fresh approach to the course structure. The courses were reimagined in 2005 to improve the learning and subsequent passing rates of Construction Management and Architecture students. Currently the structure of the courses utilizes a traditional lecture format coupled with hands-on activities. These lecture and activity components have been developed to embrace various learning preferences in conjunction with active learning. This paper examines the learning preferences of current students spread across the three different disciplines and compares the preferences to the delivery methods used in the courses. Over a period of three years, surveys have been taken to determine the mix of learning style preferences within the courses. The surveys have shown that the majority of the students in each discipline have a preference for the same two learning styles preferences; Visual and Kinesthetic. Yet these two predominate preferences are a mismatch with traditional teaching styles. This paper compares the preferred learning styles of the three separate majors enrolled in these courses and investigates correlations with existing instruction delivery modes. Conclusions have been made and suggestions offered for other institutions to improve course delivery and through these avenues improve learning for all students.