Open AccessEsquecimento na aprendizagem do projecto de arquitectura
Author(s) -
Soledade Paiva de Sousa,
Miguel Baptista-Bastos
Publication year - 2013
Publication title -
joelho
Language(s) - English
Resource type - Journals
eISSN - 1647-8681
pISSN - 1647-9548
DOI - 10.14195/1647-8681_4_9
Subject(s) - mathematics education , assimilation (phonology) , architecture , cognition , pedagogy , repetition (rhetorical device) , psychology , process (computing) , meaningful learning , computer science , visual arts , art , linguistics , philosophy , neuroscience , operating system
During the first year’s teaching on the architecture course at FAUTL (Lisbon), a number of questions have arisen concerning architectural project learning, related to theoretical studies of assimilation and retention.In most of this year’s students, the existing structure of their knowledge is noticeably inhibiting the assimilation of new data, so making the professor’s role in the process very difficult.At present, learning is not conscious, being influenced by several factors, both external to and inherent in, changes within education. A clear transformation of the cognitive structure has not been observed, with the result that new information is not being assimilated by the majority of students.It is recommended that, concurrent with the general programme, students do and repeat certain exercises until the course contents are thoroughly incorporated and articulated with previous concepts: it is intended that such an approach will enable the conscious and rational retention of material.In this process, the professor reviews the knowledge acquired by the students while also establishing that they already have some information about what they are learning.Therefore, more repetition is suggested in the practice of the architectural project planning component over the semesters, moving away from the internalisation of knowledge through “meaningful learning”, (D. P. Ausubel)