Towards the Conceptual Changes in Architectural Education: Adjusting to Climate Change
Abstract
This article gives an insight into the problem of climate change awareness in the process of architectural education. The course Urban Structure at the University of Belgrade, Faculty of Architecture, is used as a case study that reveals a sensitive relationship between the university curriculum, teaching methodologies, students' experiences/obtained knowledge and the local background. The course included Problem Based Learning method in order to increase applicability of up-to-date knowledge on climate change. The results were tested before and after taking the course, via survey based on the semi-open type of questionnaire, distributed among 246 course attendees. The testing was conducted twice, during the school years 2013-2014 and 2014-2015. The comparison between the knowledge acquire via theory (the test results provided at the beginning of the course) and the knowledge obtained by Problem Based Learning (the results obtained after the course ended) confirmed the increased level ...of student's awareness of environmental problems, as well as the extended scope of their ability to respond to occurring problems caused by climate change. Furthermore, the results obtained by a questionnaire are used for setting of new educational guidelines.
Keywords:
Architectural education / Climate change / Problem based learningSource:
Sustainability, 2017, 9, 8Publisher:
- MDPI AG
Funding / projects:
- Spatial, environmental, energy and social aspects of developing settlements and climate change - mutual impacts (RS-MESTD-Technological Development (TD or TR)-36035)
- Studying climate change and its influence on environment: impacts, adaptation and mitigation (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-43007)
DOI: 10.3390/su9081355
ISSN: 2071-1050
WoS: 000408861800070
Scopus: 2-s2.0-85026654491
Institution/Community
Arhitektonski fakultetTY - JOUR AU - Stupar, Aleksandra AU - Mihajlov, Vladimir AU - Simić, Ivan PY - 2017 UR - https://raf.arh.bg.ac.rs/handle/123456789/249 AB - This article gives an insight into the problem of climate change awareness in the process of architectural education. The course Urban Structure at the University of Belgrade, Faculty of Architecture, is used as a case study that reveals a sensitive relationship between the university curriculum, teaching methodologies, students' experiences/obtained knowledge and the local background. The course included Problem Based Learning method in order to increase applicability of up-to-date knowledge on climate change. The results were tested before and after taking the course, via survey based on the semi-open type of questionnaire, distributed among 246 course attendees. The testing was conducted twice, during the school years 2013-2014 and 2014-2015. The comparison between the knowledge acquire via theory (the test results provided at the beginning of the course) and the knowledge obtained by Problem Based Learning (the results obtained after the course ended) confirmed the increased level of student's awareness of environmental problems, as well as the extended scope of their ability to respond to occurring problems caused by climate change. Furthermore, the results obtained by a questionnaire are used for setting of new educational guidelines. PB - MDPI AG T2 - Sustainability T1 - Towards the Conceptual Changes in Architectural Education: Adjusting to Climate Change VL - 9 IS - 8 DO - 10.3390/su9081355 ER -
@article{ author = "Stupar, Aleksandra and Mihajlov, Vladimir and Simić, Ivan", year = "2017", abstract = "This article gives an insight into the problem of climate change awareness in the process of architectural education. The course Urban Structure at the University of Belgrade, Faculty of Architecture, is used as a case study that reveals a sensitive relationship between the university curriculum, teaching methodologies, students' experiences/obtained knowledge and the local background. The course included Problem Based Learning method in order to increase applicability of up-to-date knowledge on climate change. The results were tested before and after taking the course, via survey based on the semi-open type of questionnaire, distributed among 246 course attendees. The testing was conducted twice, during the school years 2013-2014 and 2014-2015. The comparison between the knowledge acquire via theory (the test results provided at the beginning of the course) and the knowledge obtained by Problem Based Learning (the results obtained after the course ended) confirmed the increased level of student's awareness of environmental problems, as well as the extended scope of their ability to respond to occurring problems caused by climate change. Furthermore, the results obtained by a questionnaire are used for setting of new educational guidelines.", publisher = "MDPI AG", journal = "Sustainability", title = "Towards the Conceptual Changes in Architectural Education: Adjusting to Climate Change", volume = "9", number = "8", doi = "10.3390/su9081355" }
Stupar, A., Mihajlov, V.,& Simić, I.. (2017). Towards the Conceptual Changes in Architectural Education: Adjusting to Climate Change. in Sustainability MDPI AG., 9(8). https://doi.org/10.3390/su9081355
Stupar A, Mihajlov V, Simić I. Towards the Conceptual Changes in Architectural Education: Adjusting to Climate Change. in Sustainability. 2017;9(8). doi:10.3390/su9081355 .
Stupar, Aleksandra, Mihajlov, Vladimir, Simić, Ivan, "Towards the Conceptual Changes in Architectural Education: Adjusting to Climate Change" in Sustainability, 9, no. 8 (2017), https://doi.org/10.3390/su9081355 . .