Learning theories frame interdisciplinary discovery in the studio¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 design), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article grounds its interdisciplinary course schedule in multiple learning theories that focus on exploratory learning environments. It cites Dewey's learning by doing, Piaget's Learning Cycle exploration phase, Bruner's discovery teaching, Rogers' Freedom to Learn resource provision, constructivist learning (Piaget, Ausubel, Wittrock), and Gagné's three-step discovery-based model. The article states: "theories that focus on providing an exploratory learning environment point to interdisciplinary learning models." Each theory supports diversifying discovery-based tools through interdisciplinary relationships.

Design Implications¶

Context¶

Requirements¶

• Different disciplines must provide opportunities for students to infer, explore, and synthesize

Constraints¶

• The framework is proposed for basic design education specifically

Target Learners¶

• first-year architecture students

Target Learning Objectives¶

• learning to learn
• discovery-based concept construction

Claims¶

• A course schedule guided by Bloom's Revised Taxonomy is proposed to raise the planned contribution ratings of six program learning outcomes [+W]
• Students exemplified discovered clues when explaining their designs orally [+W]

Related Theories¶

• Thick authenticity: four types of authentic learning occurring together

Examples¶

• 14-week interdisciplinary studio schedule progressing from 2D to 3D

Key Sources¶

• Sözen, G., & Özen-Yavuz, A. (2024). Proposing a course schedule for architectural basic design studio guided by Bloom's Revised Taxonomy. Turkish Journal of Education, 13(4), 379-409. https://doi.org/10.19128/turje.1495965