Architecture design studio pedagogy for translating environmental sustainable elements

Sustainable design helps reduce negative impacts on the environment and improve building performance. The architectural educators strive to impart the sustainable requisite to students. Based on the literature review and the results of an exploratory study conducted, it is evident that the pedagogy...

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Main Author:	Mohammed, Bashir Faizah
Format:	Thesis
Language:	English
Published:	2018
Subjects:	NA Architecture
Online Access:	http://eprints.utm.my/id/eprint/84003/1/BashirFaizahMohammedPFAB2018.pdf
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id	my-utm-ep.84003
record_format	uketd_dc
spelling	my-utm-ep.840032019-11-05T04:33:50Z Architecture design studio pedagogy for translating environmental sustainable elements 2018-08 Mohammed, Bashir Faizah NA Architecture Sustainable design helps reduce negative impacts on the environment and improve building performance. The architectural educators strive to impart the sustainable requisite to students. Based on the literature review and the results of an exploratory study conducted, it is evident that the pedagogy employed by Universiti Teknologi Malaysia (UTM) architectural educators follows reflective-in-action and Kolb‘s theory. However, the environmental sustainable design elements are not reflected in most architectural design studio curriculum. In fact, only a few courses have elements of environmental sustainable design embedded in them. This research aims to determine the manner in which architectural educators in UTM translate environmental sustainable design elements to students. A mixed method was employed in this study: observation on the second year environmental design studio was done for four (4) months (n=7); a questionnaire was distributed to all architectural students (n=150), and interviews of educators (n=17) involved in workbase studios in the department of Architecture were conducted. The data from the observation was analyzed with categorical data analysis with a percent agreement set at 70% inter-coder reliability coefficient. The questionnaire was analyzed using SPSS version 20, with a one way ANOVA set at p<0.05 significance level to obtain results for inferences, while the interviews were analyzed by content analysis. Results on the analysis show that the architectural educators imparted aspect of environmental sustainable design elements directly to the students through various pedagogies, and the students used those environmental sustainable design elements in their design studio work. The results also reveal that the architectural curriculum is a hidden curriculum which embeds sustainable design elements; however, understanding of building ecosystem and ability to design sustainable buildings are not enforced on the students across all the design studios. It is only mandatory in the second semester of the second year studio since the theme is on the environmental paradigm. This implies that in order to empower students with the ability to design environmental sustainable buildings, more sustainable core subjects could be included in the studio curriculum. Findings could be employed by architectural educators and policy makers as a guide for future curriculum upgrading and development. 2018-08 Thesis http://eprints.utm.my/id/eprint/84003/ http://eprints.utm.my/id/eprint/84003/1/BashirFaizahMohammedPFAB2018.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:126473 phd doctoral Universiti Teknologi Malaysia, Faculty of Built Environment Faculty of Built Environment
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	NA Architecture
spellingShingle	NA Architecture Mohammed, Bashir Faizah Architecture design studio pedagogy for translating environmental sustainable elements
description	Sustainable design helps reduce negative impacts on the environment and improve building performance. The architectural educators strive to impart the sustainable requisite to students. Based on the literature review and the results of an exploratory study conducted, it is evident that the pedagogy employed by Universiti Teknologi Malaysia (UTM) architectural educators follows reflective-in-action and Kolb‘s theory. However, the environmental sustainable design elements are not reflected in most architectural design studio curriculum. In fact, only a few courses have elements of environmental sustainable design embedded in them. This research aims to determine the manner in which architectural educators in UTM translate environmental sustainable design elements to students. A mixed method was employed in this study: observation on the second year environmental design studio was done for four (4) months (n=7); a questionnaire was distributed to all architectural students (n=150), and interviews of educators (n=17) involved in workbase studios in the department of Architecture were conducted. The data from the observation was analyzed with categorical data analysis with a percent agreement set at 70% inter-coder reliability coefficient. The questionnaire was analyzed using SPSS version 20, with a one way ANOVA set at p<0.05 significance level to obtain results for inferences, while the interviews were analyzed by content analysis. Results on the analysis show that the architectural educators imparted aspect of environmental sustainable design elements directly to the students through various pedagogies, and the students used those environmental sustainable design elements in their design studio work. The results also reveal that the architectural curriculum is a hidden curriculum which embeds sustainable design elements; however, understanding of building ecosystem and ability to design sustainable buildings are not enforced on the students across all the design studios. It is only mandatory in the second semester of the second year studio since the theme is on the environmental paradigm. This implies that in order to empower students with the ability to design environmental sustainable buildings, more sustainable core subjects could be included in the studio curriculum. Findings could be employed by architectural educators and policy makers as a guide for future curriculum upgrading and development.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Mohammed, Bashir Faizah
author_facet	Mohammed, Bashir Faizah
author_sort	Mohammed, Bashir Faizah
title	Architecture design studio pedagogy for translating environmental sustainable elements
title_short	Architecture design studio pedagogy for translating environmental sustainable elements
title_full	Architecture design studio pedagogy for translating environmental sustainable elements
title_fullStr	Architecture design studio pedagogy for translating environmental sustainable elements
title_full_unstemmed	Architecture design studio pedagogy for translating environmental sustainable elements
title_sort	architecture design studio pedagogy for translating environmental sustainable elements
granting_institution	Universiti Teknologi Malaysia, Faculty of Built Environment
granting_department	Faculty of Built Environment
publishDate	2018
url	http://eprints.utm.my/id/eprint/84003/1/BashirFaizahMohammedPFAB2018.pdf
_version_	1747818423843291136

Architecture design studio pedagogy for translating environmental sustainable elements

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