Project research as a didactic strategy in the Architectural Design Workshop Project
In the search for better didactic strategies in the teaching-learning process of the architecture student, the application of project research, as a didactic strategy, positively influenced the project of the Architectural Design Workshop of the 10th semester 2017-1 at the Universidad Nacional del C...
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Universidad Católica de Colombia
2021
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| الوصول للمادة أونلاين: | https://revistadearquitectura.ucatolica.edu.co/article/view/3294 |
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oai:editorial.ucatolica.edu.co:article-32942021-08-24T13:49:10Z Project research as a didactic strategy in the Architectural Design Workshop Project La investigación proyectual como estrategia didáctica en el proyecto del Taller de Diseño Arquitectónico Martínez-Vitor, César Fortunato architecture education creativity experimental schools professional teaching vocational colleges creatividad enseñanza en la arquitectura enseñanza profesional escuela experimental escuela profesional In the search for better didactic strategies in the teaching-learning process of the architecture student, the application of project research, as a didactic strategy, positively influenced the project of the Architectural Design Workshop of the 10th semester 2017-1 at the Universidad Nacional del Centro del Perú, achieved through explanatory, quasi-experimental research. Methods of experimental planning were employed, and for the evaluation of learning by competencies, the analytical rubric was used. The corresponding analysis was made through inferential statistics of the medians of two paired populations, before and after, using the Wilcoxon non-parametric hypothesis test. The results indicate that prior knowledge on project research was not consistent in unit 1 (entry and adaptation stage), while in the follow-up and ending stage there are significant positive differences in the evaluation of units 1 and 3, and 2 and 3. The above shows that the application of project research has been set in the procedures of the Architectural Design Workshop, and it can be concluded that the application of project research, as a didactic strategy, properly exercised, is a relevant part in the teaching-learning process of the architecture student. En la búsqueda de mejores estrategias didácticas en la enseñanza- aprendizaje del estudiante de arquitectura, la aplicación de la investigación proyectual como estrategia didáctica influyó positivamente en el proyecto del Taller de Diseño Arquitectónico del 10 semestre 2017-1 de la Universidad Nacional del Centro del Perú, logrado a través de la investigación explicativa, cuasi experimental. Se emplearon métodos del planeamiento experimental, y para la evaluación del aprendizaje por competencias, se utilizó la rúbrica analítica. El análisis correspondiente se hizo mediante la estadística inferencial de las medianas de dos poblaciones apareadas del antes y el después, mediante la prueba de hipótesis no paramétrica de Wilcoxon. Los resultados indican que los conocimientos previos sobre investigación proyectual no fueron consistentes en la unidad 1 (etapa de entrada y adecuación), mientras que en la etapa de seguimiento y término sí existen diferencias significativas positivas en la evaluación de las unidades 1 y 3, y 2 y 3. Lo anterior demuestra que la aplicación de la investigación proyectual se ha fijado en los procedimientos del Taller de Diseño Arquitectónico, y cabe concluir que, ejercitada adecuadamente, la aplicación de la investigación proyectual como estrategia didáctica es parte relevante de la enseñanza-aprendizaje del estudiante de arquitectura. Universidad Católica de Colombia 2021-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html https://revistadearquitectura.ucatolica.edu.co/article/view/3294 10.14718/RevArq.2021.3294 Revista de Arquitectura; Vol. 23 No. 2 (2021): Julio - diciembre Revista de Arquitectura (Bogotá); Vol. 23 Núm. 2 (2021): Julio - diciembre Revista de Arquitectura; Vol. 23 No. 2 (2021): Julio - diciembre Revista de Arquitectura; v. 23 n. 2 (2021): Julio - diciembre 2357-626X 1657-0308 spa https://revistadearquitectura.ucatolica.edu.co/article/view/3294/3676 Derechos de autor 2021 César Fortunato Martínez-Vitor info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc/4.0 |
| institution |
Universidad Católica de Colombia |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Martínez-Vitor, César Fortunato |
| spellingShingle |
Martínez-Vitor, César Fortunato Project research as a didactic strategy in the Architectural Design Workshop Project |
| author_facet |
Martínez-Vitor, César Fortunato |
| author_sort |
Martínez-Vitor, César Fortunato |
| title |
Project research as a didactic strategy in the Architectural Design Workshop Project |
| title_short |
Project research as a didactic strategy in the Architectural Design Workshop Project |
| title_full |
Project research as a didactic strategy in the Architectural Design Workshop Project |
| title_fullStr |
Project research as a didactic strategy in the Architectural Design Workshop Project |
| title_full_unstemmed |
Project research as a didactic strategy in the Architectural Design Workshop Project |
| title_sort |
project research as a didactic strategy in the architectural design workshop project |
| description |
In the search for better didactic strategies in the teaching-learning process of the architecture student, the application of project research, as a didactic strategy, positively influenced the project of the Architectural Design Workshop of the 10th semester 2017-1 at the Universidad Nacional del Centro del Perú, achieved through explanatory, quasi-experimental research. Methods of experimental planning were employed, and for the evaluation of learning by competencies, the analytical rubric was used. The corresponding analysis was made through inferential statistics of the medians of two paired populations, before and after, using the Wilcoxon non-parametric hypothesis test. The results indicate that prior knowledge on project research was not consistent in unit 1 (entry and adaptation stage), while in the follow-up and ending stage there are significant positive differences in the evaluation of units 1 and 3, and 2 and 3. The above shows that the application of project research has been set in the procedures of the Architectural Design Workshop, and it can be concluded that the application of project research, as a didactic strategy, properly exercised, is a relevant part in the teaching-learning process of the architecture student. |
| publisher |
Universidad Católica de Colombia |
| publishDate |
2021 |
| url |
https://revistadearquitectura.ucatolica.edu.co/article/view/3294 |
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