Built Environment Education. Fostering Growth in School Children (original) (raw)
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Built environment education is becoming more popular and crucial as far as a bigger percentage of the world population is living in urban areas day by day. Therefore built environment education is an essential part of urban culture. This study presents two different examples of workshops carried out with children aged between 8-12 years old. The intention of these workshops was to raise children's awareness on their built environment and architectural culture.
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Built environment education is becoming more popular and crucial as far as a bigger percentage of the world population is living in urban areas day by day. Therefore built environment education is an essential part of urban culture. This study presents two different examples of workshops carried out with children aged between 8-12 years old. The intention of these workshops was to raise children's awareness on their built environment and architectural culture.
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"Proceedings of the 3rd International Conference on Architecture: Heritage, Traditions and Innovations (AHTI 2021). Advances in Social Science, Education and Humanities Research”. - Paris: Atlantis Press., 2021
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Uredniški odbor / Editorial Board urednik doc. dr. Domen Zupančič, UL FA prof. dr. Petra Čeferin, UL FA prof. dr. Jaka Bonča, UL FA prof. dr. Martina Zbašnik Senegačnik, UL FA prof. dr. Tadeja Zupančič, UL FA prof. dr. Vojko Kilar, UL FA doc. dr. Matej Blenkuš, UL FA dr. Matevž Juvančič, UL FA doc. dr. Beatriz Tomšič Čerkez, UL PeF prof. Paul O. Robinson, UL FA Znanstveni svet / Scientific Council prof. dr.
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Whilst Poland has remarkably valuable experience in promoting the idea of built environment education (BEE), there is an unfortunate and sizable deficiency with regard to the national coordination of architectural policy. The objective of this research was to investigate the extent to which these valuable educational activities influence social interest in architecture and whether they could have an impact upon students’ choice of university major. To this end, a survey of 215 current students of architecture in Poland was performed. The research outcome was very interesting. Inter alia, it revealed the fact that despite the substantive quality of several educational initiatives, their range was unfortunately very limited. The majority of interviewed architecture students stated that they did not know of any all-Polish architectural education programme and that during their obligatory education, they had not participated in any architectural workshops.
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The present text is a testimony about the beliefs and actions of a group of people which grows bigger every year, related to the built environment education in Romania. By giving information and tools for understanding the environment we live in, the people are better equipped to make choices, to analyze a specific situation, to avoid being tricked. In this way, it is a path towards more social justice. The history of this group is not long: it has started only 5 years ago. Moreover, the story is told by two of the members of the group (registered as NGO 3 years ago). So, do not expect an academic, objective text based on carefully designed research with lots of data collected and analyzed, but more of an essay about principles, ideas, about ways of making a difference in the education system. Every child has the right to know about the complex processes that transform the built environment he or she lives in. This kind of education is reinforcing the ideas of being part of the society, contributing, showing respect for the heritage, for the others, and develops the children's creativity, critical and practical thinking.
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Comparing the curricula of various teaching areas, our goal was to provide an overview of the existing themes and concepts related to architecture and urbanism being taught, as well as the context in which students are introduced to them. Also, we were interested in the outcome of the existing approach to these topics, i.e., we wanted to find out what knowledge and competences were acquired by students. Key words: space; teaching area; education system; school curricula; competence --- Sažetak: Uspoređujuci kurikule razlicitih podrucja poucavanja, nas cilj bio je dati prikaz postojecih tema i koncepata koje se odnose na arhitekturu i urbanizam, kao i kontekst u kojem se ucenici upoznaju s temama. Također su nas zanimali rezultati postojecih pristupa tim temama, npr. koje su kompetencije i znanja ucenici usvojili. Kljucne rijeci: kompetencije; obrazovni prostor; prostor; prostor za poucavanje; skolski kurikul
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One characteristic feature of a constructed environment is that, once built, it lasts for years and continues to influence our behaviors and moods. Decisions regarding space design and development should account for the fact that every newly erected building interferes with the natural environment, the good shape of which preconditions human existence. We all are in space, however, not all of us are equally aware of its meaning. Raising awareness of the value of external environment is the task of architectural education, which – when commonly understood – may result in an increase of quality of life in a harmonious environment. The term architectural education may be broadly understood but its impact on human life is invaluable. One may not ignore a correct way of viewing the surrounding environment and the meaning of architecture in the widely understood child development. Architectural skills should be developed as they will contribute to one’s success in the years to come. Still...
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This research aims to understand young people’s prospects on the the spaces they inhabit and how these spaces affect their ways of living, through a qualitative ethnographic case study. An incorporation of knowledge from the disciplines of Architecture and Education is proposed, combining their relevance methodological, epistemological and social strategies in order to provide socio-educative strategies around and from architecture. The ethnographic research is taking place in a school in Oporto’s city center, with students from the 3rd cycle of basic education (7th to 9th grade, between approximately 12 and 15 years old) different research techniques are being used – participant-observation, semi-directive interviews and focus group discussion. The objective of this research is to understand the perceptions of young people about the built environment and how can they relate to it. Subsequently, through these perspectives, a global vision of architecture will be discussed and questi...