EXPLORING THE GAP BETWEEN STUDENT-CENTRED LEARNING AND STUDENT’S LEARNING OUTCOMES: A CASE-STUDY OF MATERIALS FOR INTERIOR DESIGN CLASS

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Resumen

The paper describes the challenges encountered in teaching a class in materials for interior design. Usually, materials science is studied as a separate discipline in which the characteristics of the most popular materials, their processing and application are explained. To encourage student-centered learning, a variety of strategies were proposed in order to attack the problematic of the discipline in a holistic way and to provide a more meaningful learning for the students. Among these were flipping the classroom, project-based learning, gamification.
However, a major shortcoming was outlined – students did not find the direct relevance of the gained knowledge to other disciplines where specific products are designed. This observation was further proven by students’ performance in the subsequent design studios where their understanding of materials was quite superficial. This paper is an attempt to unravel the reasons for this discrepancy. It is a critical analysis of the applied student-centered learning approach questioning the priority of creating a positive learning experience over the importance of authentic knowledge acquisition.
The drawn conclusions aim towards achieving greater efficiency of the student-centered learning and in particular, how it can support the construction of durable knowledge and the development of 21st century skills fully relevant to the design profession.
Idioma originalEnglish
DOI
EstadoPublished - 10 sep 2020
Evento22nd International Conference on Engineering and Product Design Education - VIA University College, Herning
Duración: 10 sep 202011 sep 2020
Número de conferencia: 22
https://epde.info/2020/

Conference

Conference22nd International Conference on Engineering and Product Design Education
Título abreviadoEPDE 2020
PaísDenmark
CiudadHerning
Período10/9/2011/9/20
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