Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design
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 ef...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2017
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613181677928448 |
|---|---|
| access_status_str | Open Access |
| author | Hitge, Lize-Mari |
| author2 | Hodgkinson-Williams, Cheryl |
| author_browse | Hitge, Lize-Mari Hodgkinson-Williams, Cheryl |
| author_facet | Hodgkinson-Williams, Cheryl Hitge, Lize-Mari |
| author_sort | Hitge, Lize-Mari |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/23456 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:03.909Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/23456 Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design Hitge, Lize-Mari Hodgkinson-Williams, Cheryl Information Communication Technology in Education 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. 2017-01-26T13:57:48Z 2017-01-26T13:57:48Z 2016 Master Thesis Masters MPhil http://hdl.handle.net/11427/23456 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Information Communication Technology in Education Hitge, Lize-Mari Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design |
| thesis_degree_str | Master's |
| title | Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design |
| title_full | Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design |
| title_fullStr | Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design |
| title_full_unstemmed | Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design |
| title_short | Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design |
| title_sort | cognitive apprenticeship in architecture education using a scaffolding tool to support conceptual design |
| topic | Information Communication Technology in Education |
| url | http://hdl.handle.net/11427/23456 |
| work_keys_str_mv | AT hitgelizemari cognitiveapprenticeshipinarchitectureeducationusingascaffoldingtooltosupportconceptualdesign |