Picture of sea vessel plough through rough maritime conditions

Innovations in marine technology, pioneered through Open Access research...

Strathprints makes available scholarly Open Access content by researchers in the Department of Naval Architecture, Ocean & Marine Engineering based within the Faculty of Engineering.

Research here explores the potential of marine renewables, such as offshore wind, current and wave energy devices to promote the delivery of diverse energy sources. Expertise in offshore hydrodynamics in offshore structures also informs innovations within the oil and gas industries. But as a world-leading centre of marine technology, the Department is recognised as the leading authority in all areas related to maritime safety, such as resilience engineering, collision avoidance and risk-based ship design. Techniques to support sustainability vessel life cycle management is a key research focus.

Explore the Open Access research of the Department of Naval Architecture, Ocean & Marine Engineering. Or explore all of Strathclyde's Open Access research...

Delivering theory courses in architecture : inquiry based, active, and experiential learning integrated

Salama, Ashraf M (2010) Delivering theory courses in architecture : inquiry based, active, and experiential learning integrated. ArchNet-IJAR: International Journal of Architectural Research, 4 (2-3). pp. 278-295. ISSN 1938-7806

[img] PDF (Salama_Delivering_Theory_Courses_in_Architecture_111-325-1-PB)
Final Published Version
License: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 logo

Download (468kB)


Advocating the integration of interactive learning mechanisms into theory courses in architecture, this paper responds to the misconceptions that continue to characterize the delivery of knowledge content in architectural courses. Such misconceptions are identified as: a) science as a body of knowledge versus science as a method of exploration, b) learning theories about the phenomena versus getting the feel of the behavior of the phenomena, and c) the real versus the hypothetical. Based on reviewing the literature on pedagogy the paper explores the value and benefits of introducing active and experiential and inquiry-based learning (IBL) in theory courses in architecture. A framework is developed and employed to demonstrate the way in which these types of learning can be incorporated. The development and implementation of a series of in-class and off campus exercises in two different contexts reveal that structured actions and experiences help students to be in control over their learning while invigorating their understanding of the body of knowledge delivered in a typical lecture format.