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1 – 1 of 1Ashok Ganapathy Iyer and Andrew Roberts
This paper presents the phenomenographic analysis of students' approaches to learning in the first year architectural design coursework; thereby correlating contextualization in…
Abstract
Purpose
This paper presents the phenomenographic analysis of students' approaches to learning in the first year architectural design coursework; thereby correlating contextualization in the architectural curriculum.
Design/methodology/approach
This paper reviews phenomenographic data of first year architecture students' learning experience through a comparative analysis of first- and fourth-year students' approaches to learning in the design studio; further co-relating this analysis to the final classification involving all five years of students' learning approaches in the architecture program.
Findings
Five meta-categories of the comparative analysis and nineteen meta-categories of the final classification are evaluated using first-year students' learning approaches – to understand the importance of contextualization in curriculums of architecture.
Practical implications
This phenomenographic analysis of first-year students' learning experience represents the onward journey from surface-to-deep approaches to learning that is encountered in their learning approaches, pertaining to the design process in the design coursework during five years of architectural education.
Originality/value
This paper systematically extends the discussion of first year architecture students' engagement in the design process that leads to deep learning; further delving into the static dimension of knowledge and its extension to the dynamic dimension of knowing architecture.
Details