Abstract

This study investigates whether problem-based learning (PBL) can further enhance interior design students’ sustainability learning. It compares the learning environment of a conventional lecture-based approach and PBL in sustainable design education. This study differs from the existing design literature on sustainable design education in that; (i) it implements PBL into interior design education to overcome the limitations of sustainability teaching in a conventional lecture-based instruction and (ii) it proposes a new way of organising classes based on learner-centric features of PBL to increase student awareness toward sustainability. To achieve these two aspects, the two instructional modes of learning were applied during the two years of a sustainability module. In the first year, sustainability has been taught in a conventional lecture-based environment, and in the second year, in a PBL environment. It is possible to conclude that different than the other design topics, sustainability teaching and problem solving require a more learner-centric approach rather than an instructor-centric instruction to further enhance critical solving abilities of design students. Moreover, sustainability learning in the PBL setting is more effective when compared with the learning outcomes in the conventional lecture-based setting. Keywords: problem-based learning (PBL); sustainability; learner-centric; interior design

Keywords:

problem-based learning (PBL), sustainability, learner-centric, interior design

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Jul 9th, 12:00 AM

Using problem-based learning in sustainable design education

This study investigates whether problem-based learning (PBL) can further enhance interior design students’ sustainability learning. It compares the learning environment of a conventional lecture-based approach and PBL in sustainable design education. This study differs from the existing design literature on sustainable design education in that; (i) it implements PBL into interior design education to overcome the limitations of sustainability teaching in a conventional lecture-based instruction and (ii) it proposes a new way of organising classes based on learner-centric features of PBL to increase student awareness toward sustainability. To achieve these two aspects, the two instructional modes of learning were applied during the two years of a sustainability module. In the first year, sustainability has been taught in a conventional lecture-based environment, and in the second year, in a PBL environment. It is possible to conclude that different than the other design topics, sustainability teaching and problem solving require a more learner-centric approach rather than an instructor-centric instruction to further enhance critical solving abilities of design students. Moreover, sustainability learning in the PBL setting is more effective when compared with the learning outcomes in the conventional lecture-based setting. Keywords: problem-based learning (PBL); sustainability; learner-centric; interior design

 

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