Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design

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dc.contributor.advisorHodgkinson-Williams, Cherylen_ZA
dc.contributor.authorHitge, Lize-Marien_ZA
dc.date.accessioned2017-01-26T13:57:48Z
dc.date.available2017-01-26T13:57:48Z
dc.date.issued2016en_ZA
dc.description.abstractModeled on the master-apprenticeship relationship, student designers gain access to implicit design knowledge mainly through the conversations with their tutors during studio projects. However, intimate design studio tutelage is being challenged by increasing student to staff ratios. If leveraged effectively, technology offers the potential to maximize tutors' time investment in order to allow them to tend to more students. Scaffolding tools (Reiser, 2004) as supplement to teacher support, can assist learners with complex tasks previously out of their reach. This case study is a critical realist inquiry into the use of a scaffolding tool, Cognician Cogs. It seeks to reveal the ways in which and circumstances under which these Cogs scaffold conceptual design in a second year architecture studio project. The study draws upon Cognitive Apprenticeship as a conceptual framework to shed light on design studio practices involving specially developed Cogs. The mixed methodology approach adopted consisting mainly of qualitative data in the form of the project brief, scaffolding tool content, sample design critique conversations and interviews with three tutors and nine students. Supplementary quantitative data included closed survey question responses and Studio work marks collected from the entire class (39). Thematic analysis of the qualitative data was framed by the Vitruvian guiding principles of architecture: 'Firmness', 'Commodity' and 'Delight'. The study revealed that the intended use of the Cogs to cover aspects of Firmness and Commodity only resulted in the over-scaffolding of Firmness and the under-scaffolding of Delight. The students' resulting designs were practically acceptable, but lacked novelty.en_ZA
dc.identifier.apacitationHitge, L. (2016). <i>Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/23456en_ZA
dc.identifier.chicagocitationHitge, Lize-Mari. <i>"Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2016. http://hdl.handle.net/11427/23456en_ZA
dc.identifier.citationHitge, L. 2016. Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Hitge, Lize-Mari AB - Modeled on the master-apprenticeship relationship, student designers gain access to implicit design knowledge mainly through the conversations with their tutors during studio projects. However, intimate design studio tutelage is being challenged by increasing student to staff ratios. If leveraged effectively, technology offers the potential to maximize tutors' time investment in order to allow them to tend to more students. Scaffolding tools (Reiser, 2004) as supplement to teacher support, can assist learners with complex tasks previously out of their reach. This case study is a critical realist inquiry into the use of a scaffolding tool, Cognician Cogs. It seeks to reveal the ways in which and circumstances under which these Cogs scaffold conceptual design in a second year architecture studio project. The study draws upon Cognitive Apprenticeship as a conceptual framework to shed light on design studio practices involving specially developed Cogs. The mixed methodology approach adopted consisting mainly of qualitative data in the form of the project brief, scaffolding tool content, sample design critique conversations and interviews with three tutors and nine students. Supplementary quantitative data included closed survey question responses and Studio work marks collected from the entire class (39). Thematic analysis of the qualitative data was framed by the Vitruvian guiding principles of architecture: 'Firmness', 'Commodity' and 'Delight'. The study revealed that the intended use of the Cogs to cover aspects of Firmness and Commodity only resulted in the over-scaffolding of Firmness and the under-scaffolding of Delight. The students' resulting designs were practically acceptable, but lacked novelty. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design TI - Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design UR - http://hdl.handle.net/11427/23456 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/23456
dc.identifier.vancouvercitationHitge L. Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/23456en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherInformation Communication Technology in Educationen_ZA
dc.titleCognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual designen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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