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

Authors

  • Victoria Jolley University of Central Lancashire

DOI:

https://doi.org/10.5420/ujpr.4.

Keywords:

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

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.

Author Biography

Victoria Jolley, University of Central Lancashire

School of Built & Natural Environment

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Published

2013-07-15

Issue

Section

Articles