Improving Students Learning Approach in Mathematical Thinking through Constructivist Learning Approach with Creativity for Architecture Students (original) (raw)
Related papers
2018
Nowadays, developing students understanding and creativity through traditional instruction may need an extensive consideration .In recent years, expeditiously increasing needs in flexibility of learning which involved interaction in between convergent and divergent thinking. In order to encourage students' attentiveness and understanding on building structural studies, a prototype model so called Doll House Project has been introduced. The student needs to build the doll house by integrating mathematical formulae and building construction syllabus. This research intends to study on the potential of model making in developing students understanding and creativity in structural studies. Therefore, an experimental study has been conducted for 30 numbers of architecture students and divided into six (6) groups. Thus, the impacts of this prototype on the achievement will be measured and identify how well the students truly understand the course material. The method to develop a structural design understanding is by constructing a model of a dollhouse by each group and prepares reports individually on preparation and calculation of the dollhouse. The outcome from this exercise is that the students understand mathematics theory and application through scaled model. Hence, the students' performance in understanding reinforced concrete structural design is improved with the experimental learning the mathematics and injection of creativity.
Creative Thinking in Architectural Design Education
irbdirekt.de
Creativity is an original cognitive ability and problem solving process which enables individuals to use their intelligence in a way that is unique and directed toward coming up with a product. The most common means of identifying creativity has been through its products. The arts including sculpture, painting, and the humanities including writing, law are not only areas in which human creativity has been exhibited. Science and engineering fields are also full of discoveries and products that meet our tests of creativity. Today, there is a need for measuring creativity in different fields of disciplines and professions such as personnel selection, education and fine arts. Architectural education is one of them because, it can be defined as a design study which get it's origins from creativity. While the encouragement and rewarding of creativity is very important in all fields, it is especially important in the field of architectural education. The objective of this paper is to investigate creative thinking standards of architectural design students and to test the effectiveness of architectural design education on the improvement of general creative thinking abilities. In order to accomplish this, two sample groups are formed from different levels of education. The main method used in this research is TTCT which was first published in the USA. The test measures verbal-visual creativity and has reliability-validity studies. In the conclusion of the paper, a discussion has been made on relationship between the general creative thinking ability and architectural education.
Art and Literature as a Teaching / Learning Interface of Mathematics for Students of Architecture
2009
This paper discusses an educational approach emphasizing the changing role of mathematics and potentials of mathematical thinking in architectural education on the course of changing design paradigm: from designing the product to designing the process. In this context, randomly selected samples of student works, realized within the context of an elective undergraduate course, Arch 333 “Mathematics in Architecture” at Middle East Technical University, Ankara, Turkiye are presented. It is shown that mathematical thinking provide not only to science people a solid ground for further explorations, but also new inspirations to people involving art and design and help them to overcome prejudices and fears related with mathematics in their minds. It is believed that this approach encourages them to discuss complex problems with meta language of mathematics and develop ability to consider the design process as a whole.
Teaching Architectural Design through Creative Practices
METU JFA I METU Journal of the Faculty of Architecture, 2019
This article provides investigation details of teaching architectural design as a fundamental part of the architectural discipline. This line of research delves into learning about the most creative action of the architectural production process, design, taking into account that creativity must be complemented by disciplinary training that combines both theoretical knowledge and practical skills. Considering these observations, this text provides information about the experience accomplished by four teachers from the School of Architecture of the Universitat Politècnica de València (ETSA-UPV) on the subject of Design Studio 1 for the first-year studies. The propaedeutic character of this subject shows additional difficulties given the complexity of introducing the students into the field of architectural design. The article begins with a description of the historical background of teaching architecture, contextualizing the object of study and also the different processes used as reference during the accomplishment of the teaching experience. The second section includes a description of basic methodology of the specific case of the first-year subject taught in the ETSA-UPV. It provides analysis of its evolution, detection of the problems and suggested variations of the learning method in order to improve the final results. The canonical teaching method is based on a linear process starting with the theory, followed by architectural analysis, finishing with project synthesis, which generates important doubts for the first-year students when implementing the theory in the project phase. Therefore, resuming the cycle of circular learning studied by David Kolb, several creative practices have been introduced into the subject, where the order of the stages depends on the particular characteristics of each individual and learning takes place by combining practices of perception and comprehension. Keeping in mind the main goal of the new teaching approach, the third part of the text includes a description of several activities. They are designed using a methodology capable to promote the transfer of knowledge between the analysis phase and the project phase. Creative practices are based on the learning by doing process, where reflection, conceptualization and experimentation are carried out with two basic tools: hand drawing and the three-dimensional model. With the practices and these two manual tools we seek a triple objective for students: to acquire a greater creative capacity, to develop spatial vision and to recognize how materiality affects the definition and perception of space. The methodology of the practices includes thinking with the hands, folding the space, inhabiting the space and building the space, and it is compared to the results obtained during the academic year 2017-2018. Finally, these results, together with the surveys completed by the students, lead to following conclusions: introducing creative activities in the first year of architectural design has shown a substantial improvement of the work carried out by students and has allowed settling the acquired theoretical knowledge. It helps to understand it not only as concepts that can be observed and analysed in reality, but also as tools of the creative process itself. On the one hand, the construction of models supports intuitive learning, allowing the students to directly recognize the consequences of their actions during the constructive process and its implications in the final result. On the other hand, the activities developed using hand drawing techniques confirm the value of the drawn plans as a tool to define the results and verify their correctness. Experiencing architecture with the hands implicitly involves a work of reflection through which the students are able to understand that space is the actual key element of the architectural project.
International Journal of Scientific Research in Science and Technology, 2019
This paper outlines an experimental study on students learning in a constructivist environment and its subsequent effect on achievement in mathematics at the secondary level of learners. The study aims to know the effect of a constructivist teaching approach in mathematics achievement of grade 9th students belong to a secondary school of Warangal Urban district. The research is experimental in nature; pre-test post-test group design is selected for this purpose. 5E’s learning (Engage-Explore-Explain-Elaborate-Evaluate) strategy has been applied to the experimental group and transmission method of teaching followed by a control group where the total 64 (32 control group and 32 experimental group) students participated. Pre-test in mathematics achievement was conducted for both groups prior to the treatment. Experimental group students were taught through constructivist teaching approach whereas the control group students were taught through transmission approach and the post-test was conducted after the treatment. The mathematics achievement test (MAT) was used to evaluate the students’ achievement from both groups. On the basis of statistical measures, t-values and effect sizes were calculated to find the significant differences between the groups. The analysis of data showed that on the entire, experimental group performed better than the control group. Thus the final results of the study indicated that experimental group students’ performance improved after treatment whereas the control group did not show any improvement.
Designing a Problem-Based Learning Course of Mathematics for Architects
Nexus Network Journal, 2005
In the past nine years, the teaching model of the Instituto Tecnológico y de Estudios Superiores de Monterrey has rapidly evolved, taking into account the development of abilities, attitudes and values without forgetting the development of knowledge. The mathematics for architecture course was redesigned, using problem-based learning and an intensive application of computer technology to overcoming those difficulties. Now, the main purpose is to develop a mathematical, physical and technological culture in students of architecture to allow them to analyze and solve complex problems related to mathematics in architecture and design. The course was planned and implemented for the first semester of the architecture program and is actually related (through curriculum integration) to future courses which require specific mathematical applications.
Teaching Mathematics in Architecture
Nexus Network Journal, 2005
offers a course entitled 'Mathematics in Architecture' for the third year students. In the beginning of the term, students are forced to imagine themselves as twodimensional creatures living in a two-dimensional space. At this point, fundamentals of architectural geometry are introduced first in the plane, simply by employing the set concept; mapping as a general tool is then introduced and students are asked to use mapping in their design to correlate the project requirements and geometry. Following that, the principles of isometries and isometric constructions are introduced. In the second part of the term, students are allowed to think in terms of three-dimensional space and topics related with the principles of similarities and proportions and symmetry are presented. In the final part of the course, students are forced to think themselves as three-dimensional creatures living in a four-dimensional space and this fourth dimension is sought. The last topic of the course is related with biomimicry in architecture and mathematics inherent in bioforms and man-made structures
Let students think about their thinking in design. A constructivist approach.
Knowledge from neuroscience, and investigation about creativity, show us that traditional learning models are a block to learning directed future challenges in our ‚knowledge society’. We have to aim for creative thinking and learning, which stimulate the development of a system by change, renovation and restructuring. The constructivist approach offers a good theoretical basis to developing a teaching model in which students could co-determine the learning methods. Constructivist didactics understands learning as a process of self-organization of knowledge. According to Siebert, the educator shouldn’t merely produce the knowledge that ‘goes into the student's head’, but he should facilitate processes of automatic and independent development and acquisition of knowledge, and so create the conditions for self-organization of the learners. Such a reflexive process of learning demands meta-cognitive competences from the students. These have to become conscious managers of their own cognitive abilities and thought processes. This paper is an attempt to contribute to the constructivist didactics in which meta-cognition plays an essential role. It will describe the contents and methods of learning which strive to comprehend the cognitive processes. It also shows a new role for the heuristic techniques and methods in design education. Instead of using the techniques for facilitating the creative process in design projects, in design education they should be applied to learning more about the mechanisms of creative thinking in design generally.
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING
This research aimed to analyze the role of Realistic Mathematics Education (RME) approach in enhancement, and achievement of Mathematical Creative Thinking Ability (MCTA) in flat side of solid figure of  Pyramid dan Prism learning of Junior High School students’ would improve students’ mathematical creative thinking in terms of students' minimum criteria of mastery learning (KKM). The method used was classroom action research with planning, implementation of the action, evaluation, and reflection design in 3 cycle. The subject of this research was 8th-A graders in SMP BPK Penabur Holis Bandung. The instrument used an essay test on MCTA, observation sheets, and interview sheets. Data analysis was done quantitatively, in quality and descriptive basis. The results showed that: (1) Students ' learning through RME was better than their previous grades, (2) MCTA of students whose study used the RME approach enhancement 32.28% from cycle I to cycle II and 6.45% from cycle II t...
Creativity Strategy for Mathematics Instruction / KREATIVNA STRATEGIJA U NASTAVI MATEMATIKE
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
Creativity is at the highest level of man's intellectual abilities, and the most precious mission of a modern school is to develop creative capacities and foster creativity in students. However, the practice of mathematics instruction often uses rigid algorithms and so inhibits students to develop sensitivity to problems, flexibility of mind, fluency of ideas, and originality in solving problems. Poor efficiency and unpopularity of mathematics instruction are the most common consequences of this situation.This paper aimed at developing a creativity strategy for mathematics instruction in lower grades of primary school, and at verifying the outcomes of creativity-based instruction. We developed a methodological framework for fostering creativity in this type of instruction, and carried out experimental research into the efficiency of the defined system for fostering creativity in initial mathematics instruction. Our wish was to contribute to updating and improving initial mathema...