NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1037951
Record Type: Journal
Publication Date: 2013-Nov
Pages: 18
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0957 7572
Learning Outcomes in Affective Domain within Contemporary Architectural Curricula
Savic, Marko; Kashef, Mohamad
International Journal of Technology and Design Education, v23 n4 p987-1004 Nov 2013
Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or "inputs" to outcome based, student-centred educational approach. Within the outcome based model, students' performance is assessed against measureable objectives that relate acquired knowledge and skills to performance expectations in higher level courses or real world architectural practice. Bloom's taxonomy has been widely accepted as a useful tool for defining learning outcomes. It references three domains that impinge on the learning process including the "cognitive," "affective" and "psychomotor." In practice, most of the attention is paid to the cognitive domain. Considering the interdisciplinary and multivalent character of architecture (as discipline), curriculum design cannot be founded primarily on cognitive-based outcomes. This paper argues that affective domain, especially in the field of building learners' personalized value systems, is essential to designing outcome based architectural programs. Interactive studio-based education provides a platform to integrate cognitive and behavioural skills that are necessary for professional practice.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A