A Concept Transformation Learning Model for Architectural Design Learning Process
Yun-Wu Wu 1
Kuo-Hua Weng 1
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China University of Technology
Li-Ming Young   

China University of Technology, Taipei Campus: No. 56, Sec. 3, Xinglong Rd., Wunshan District, Taipei City 116, Taiwan (R.O.C.), 116 Taipei, Taiwan
Publish date: 2016-03-20
EURASIA J. Math., Sci Tech. Ed 2016;12(5):1189–1197
Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students’ own creativity. Therefore, this study aims to propose a concept transformation learning model to achieve the learning objective via the input-process-output learning process, which focuses on: (1) the information transmission of the concept (or conceptual frame); (2) the students’ simulation, analogy, analysis, and innovation; and (3) the works output (or learning output). In this study, three design assignments of 2D composition, 3D composition, and architecture form composition are given to the students to promote their motivation of active learning via the concept transformation learning model. The effectiveness of the concept transformation learning model is verified by comparing the results of the pre-test questionnaires and the post-test questionnaires. The questionnaire results also indicate that, with the concept transformation learning model, students’ creativity can be effectively promoted so that they can become more interest and more active in their learning. The research results can be referred by further teaching and studies of architectural design.