CONSTRUCTING KNOWLEDGE: A PEDAGOGICAL EVALUATION OF DESIGN-BASED LEARNING.

Victoria Jolley

Abstract


In relation to architectural education this article introduces and discusses design-based learning. It outlines key characteristics and pedagogic theories that support this style of teaching and analyses how students acquire subject specific knowledge as well as key transferable employability and life-long learning skills.

Keywords


Design-based learning; problem-based learning; project-based learning; reflection; functioning knowledge; collaboration

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