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Developing a Method of Teaching Architectural Project Design: A Case Study of Third Year Studio Project, Faculty of Architecture, Sriburapha University, Thailand

Ajaphol Dusitnanond

Bachelor in Architecture, Chulalongkorn University, Bangkok, Thailand Architecte Diplome Par Le Gouvernement (D.P.L.G.) Ecole Nationale Superieure Des Beaux-Arts, Unite Pedagogique D'Architecture No. 2, Paris, France

A dissertation submitted in partial fulfilment of the requirements for the Degree of Doctor of Education, School of Education, Faculty of Arts, Education and Human Development, Victoria University, Melbourne, Australia.

2007

Declaration

I, Ajaphol Dusitnanond, declare that the Doctor of Education dissertation entitled Developing a Method of Teaching Architectural Project Design: A Case Study of Third Year Studio Project, Faculty of Architecture, Sriburapha University, Thailand, is not more than 60 000 words in length, exclusive of tables, figures, appendices, references and footnotes. This dissertation contains no material that has been submitted previously, in whole or in part, for the award of any other academic degree or diploma. Except where otherwise indicated, this dissertation is my own work.

Signed

Thursday, 3 July 2007

Date

ii

Acknowledgements

I would like to acknowledge my supervisor, Dr. Ian Ling, for his great sacrifice, continued support and guidance during the entire process in writing this dissertation. I also acknowledge Dr. Chalong Tubsree, as my cosupervisor, for his suggestions and advice, as well as the students and teachers of the Faculty of Architecture, Sriburapha University, Thailand, who participated in this research.

In addition, I would like to express my profound gratitude to seven groups of people: firstly, to Rev. Bro. Meesak Wongprachanukul, Asst. Prof. Somchai Ekpanayakul, and Dr. Suriyan Nontasuk, who opened the opportunity for me to study in the educational field; secondly, to Dr. Roongfa Kitiyanusan and Mr. John Rubsov, who guided me during the six basic coursework elements that I undertook preparatory to writing this research; thirdly, to Mr. Pompeyo Samaniego, Ms. Rosella Severo, and Dr. Ketsara Koetsuk, who helped me to comprehend some difficult technical texts; fourthly, to the librarians of Assumption University, Burapha University, and Chulalongkorn University, who provided me with relevant resource material; fifthly, to the staff of A. Dusitnanond Architect & Associates Co., Ltd., and to Ms. Jenette Villegas, who provided technical and computer support; sixthly, to Prof. Dr. John Wilson and Madame Marguerite Ling for their encouragement and moral support; finally, to my dear wife Noppawan, and to my children Pasu and Parisa, for their patience and inspiration.

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Table of Contents

Declaration ....................................................................................................................... ii

Acknowledgements.................................................................................................................. iii

Table of Contents ................................................................................................................... iv

List of Tables ...................................................................................................................... ix

List of Figures ....................................................................................................................... x

Abstract

...................................................................................................................... xi

CHAPTER 1

INTRODUCTION.................................................................................................................... 1 Background............................................................................................................................ 1 Development of the Thematic Concern ................................................................................ 4 Objective of the Study........................................................................................................... 5 Action Research .................................................................................................................... 5 Cooperative Learning............................................................................................................ 7 Problem-based Learning ..................................................................................................... 10 The Current Setting ............................................................................................................. 11 Statement of the Problem .................................................................................................... 13 Significance of the Study .................................................................................................... 14 Scope and Limitation of the Study...................................................................................... 14 Definition of Key Terms ..................................................................................................... 14 Structure of the Thesis ........................................................................................................ 17 Conclusion........................................................................................................................... 17

CHAPTER 2

LITERATURE REVIEW ..................................................................................................... 18 Introduction ......................................................................................................................... 18 Cooperative Learning.......................................................................................................... 18 The cooperative learning approach .............................................................................. 19 Engaging in cooperative instruction............................................................................. 23 Teaching cooperative learning skills............................................................................ 23 Cooperative learning strategies .................................................................................... 24 Jigsaw I ..................................................................................................................... 24 Jigsaw II..................................................................................................................... 25 Student team and achievement divisions (STAD).................................................... 25 Group Investigation (GI) ........................................................................................... 25 Student responses to cooperative learning ................................................................... 25 Rethinking the Pedagogy .................................................................................................... 26 A paradigm shift: From teacher- to student-centred learning...................................... 26 Student-centred pedagogy and learning ....................................................................... 27 Student-centred versus teacher-centred teaching......................................................... 30

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Related Approaches to Learning......................................................................................... 30 Problem-based learning ................................................................................................ 30 Problem-based learning in architecture........................................................................ 35 PBL implementation at Delft .................................................................................... 37 PBL implementation at Newcastle............................................................................ 40 Institutional and educational change......................................................................... 41 Constructivism vs. constructionism ............................................................................. 43 Action learning.............................................................................................................. 45 Active learning.............................................................................................................. 45 Active learning methods............................................................................................... 47 Benefits of active learning to students ......................................................................... 50 Collaborative learning .................................................................................................. 52 Task structure............................................................................................................. 52 Student evaluation ..................................................................................................... 53 Group structure .......................................................................................................... 53 Collaborative learning in architecture .......................................................................... 53 Advantages of collaborative learning........................................................................... 54 Developing social skills............................................................................................. 54 Stimulating individual capacities .............................................................................. 55 Arousing critical thinking.......................................................................................... 55 Collaborative approaches around the world................................................................. 55 A study of collaborative learning styles and team learning performance ................... 57

The Professional Development of Teachers ....................................................................... 58 Concepts of competence and their Implications .......................................................... 60

Leadership for Change ........................................................................................................ 60 Educational leadership.................................................................................................. 61 Teaching repertoire ....................................................................................................... 61 Mentoring and coaching ............................................................................................... 62 Intensive workshops ..................................................................................................... 62 Teacher induction ......................................................................................................... 63 Appraisal of teachers .................................................................................................... 63 Teacher training ............................................................................................................ 63 Changing teachers' practice.......................................................................................... 64

Effective Teaching in Higher Education ............................................................................ 65 Professional Learning: The Architectural Studio as a Paradigm for Reflection

in Action....................................................................................................................... 66 Action Research .................................................................................................................. 68 Qualitative Research Design............................................................................................... 71 Program Evaluation............................................................................................................. 72

Forms of evaluation ...................................................................................................... 74 Interactive evaluation.................................................................................................... 74 Theory of Change................................................................................................................ 75 Adult Training ..................................................................................................................... 83 Lifelong learning........................................................................................................... 86 The need for lifelong learning ...................................................................................... 88 Assessment and Accreditation in Architecture................................................................... 88 Conclusion........................................................................................................................... 90

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