TY - GEN
T1 - Learning spaces and social climate in architectural education
T2 - 15th International Conference on Engineering and Product Design Education: Design Education - Growing Our Future, EPDE 2013
AU - Casakin, Hernan
AU - Davidovitch, Nitza
PY - 2013
Y1 - 2013
N2 - This study examined social-academic climate as perceived by design students in learning spaces such as the design studio and in the architectural courses. A survey was conducted to evaluate this measure with regard to eight factors proposed by Moss: orientation to study material, innovation, social connections, teachers' support, competitiveness, social involvement, order and organization, teachers' control, and an index for general social-academic climate. Findings shed light on the importance that architectural students attribute to social-academic climate. These factors (mainly, students' involvement, competence, innovation, and teacher support) were rated higher in the design studio than in the courses. Social-academic climate measures such as involvement, order and organization, teacher's control, and orientation of the learning material were higher in the first year than in more advanced years. Implications for design education are discussed.
AB - This study examined social-academic climate as perceived by design students in learning spaces such as the design studio and in the architectural courses. A survey was conducted to evaluate this measure with regard to eight factors proposed by Moss: orientation to study material, innovation, social connections, teachers' support, competitiveness, social involvement, order and organization, teachers' control, and an index for general social-academic climate. Findings shed light on the importance that architectural students attribute to social-academic climate. These factors (mainly, students' involvement, competence, innovation, and teacher support) were rated higher in the design studio than in the courses. Social-academic climate measures such as involvement, order and organization, teacher's control, and orientation of the learning material were higher in the first year than in more advanced years. Implications for design education are discussed.
KW - Architecture
KW - Design studio
KW - Learning spaces
KW - Social climate
KW - Traditional classroom
UR - http://www.scopus.com/inward/record.url?scp=84891310617&partnerID=8YFLogxK
M3 - منشور من مؤتمر
SN - 9781904670421
T3 - Proceedings of the 15th International Conference on Engineering and Product Design Education: Design Education - Growing Our Future, EPDE 2013
SP - 862
EP - 867
BT - Proceedings of the 15th International Conference on Engineering and Product Design Education
Y2 - 5 September 2013 through 6 September 2013
ER -