<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hernan   Casakin</style></author><author><style face="normal" font="default" size="100%">Arjan van Timmeren</style></author><author><style face="normal" font="default" size="100%">Petra Badke-Schaub</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">APPROACHES IN DESIGN EDUCATION: THE ROLE OF PATTERNS AND SCENARIOS IN THE DESIGN STUDIO</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">design education</style></keyword><keyword><style  face="normal" font="default" size="100%">design studio</style></keyword><keyword><style  face="normal" font="default" size="100%">design thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">educational setting</style></keyword><keyword><style  face="normal" font="default" size="100%">problem solving session</style></keyword><keyword><style  face="normal" font="default" size="100%">students teamwork</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1199718</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">69</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The studio is the educational setting where architectural students dedicate a large part of their study career working individually and in groups. Supporting students with adequate methods to deal with ill-defined problems in the design studio is a major challenge for design education. Whereas different approaches such as using design patterns and developing scenarios are reported to improve the design activity, they were never investigated in the design studio. An empirical investigation was conducted in order to explore whether and how scenarios and patterns can help students in developing a useful knowledge base and enhance their abilities to solve design problems in the design studio. Students were requested to solve a series of design problems using these educational methods, while working individually and as a team. They were asked to produce as many design ideas as possible, while in the team setting were instructed to think aloud. The data assessed is gathered from surveys, problem solving sessions, and interviews. Thus, qualitative and quantitative analyses had to be done to find out about the different impact of the two methods in design. The results showed that as an educational approach, patterns aided in defining problems and analyzing idea solutions, mainly from a technical and functional perspective. Scenarios, on the other hand, were helpful to generate new ideas, and to enhance design creativity. Independently of the pedagogical method used in the design studio, working in teams showed to be central to enrich and enhance many aspects of the design activity. The findings have important implications for intervention programs in the design studio.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-21</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hernan   Casakin</style></author><author><style face="normal" font="default" size="100%">Nitza Davidovitch</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIAL-ACADEMIC CLIMATE AND ACADEMIC SATISFACTION IN ARCHITECTURAL DESIGN EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">architecture</style></keyword><keyword><style  face="normal" font="default" size="100%">classroom</style></keyword><keyword><style  face="normal" font="default" size="100%">design studio</style></keyword><keyword><style  face="normal" font="default" size="100%">learning environment</style></keyword><keyword><style  face="normal" font="default" size="100%">social-academic climate</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055446.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The social climate created in the classroom has been recognized to have important implications for learning. This study was motivated by the explore how design students in the design studio compared to other other architectural courses view their social-academic climate. 
 Despite the role played by social climate in classroom, some have argued that classroom climate has been largely ignored in studies of higher education and most studies on classroom climate explore the perceptions of teachers rather than views of students themselves. The present study focuses on social-academic climate and its significance in architectural studies and its effect on academic satisfaction.
 A survey was conducted of students of architecture, following an approach developed by Moos (1970), who claimed that behavior is largely affected by environmental and situational factors. The model he constructs presents social climate as a product of bilateral pressure systems - environmental pressures that affect the individual, and pressure that the individual exerts on his or her environment. This study evaluates social-academic climate and academic satisfaction in an academic architectural program, focusing on a comparison of perceptions of students in the design studio and traditional classes, based on the eight dimensions proposed by Moss (1979). 
 Findings shed light on the importance that students attribute to the measures of social-academic climate. These factors (specifically, students' involvement, competence, innovation, and teacher support) were rated higher in the design studio than in the courses. Social-academic climate measures such as involvement, order and organization, teacher's control, and orientation of the learning material were higher in the first year than in more advanced years. Academic satisfaction was higher in the first year design studio. Ratings of order, organization, and teacher support were the major predictors of students' academic satisfaction with the architectural program.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">16-31</style></section></record></records></xml>