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A framework for enhancing the design skill sets of foundation programme landscape architecture students
Thesis (PhD)--Stellenbosch University, 2018.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2018
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| _version_ | 1867613913304006656 |
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| access_status_str | Open Access |
| author | Griesel, Gerhard |
| author2 | Fourie-Malherbe, Magda |
| author_browse | Fourie-Malherbe, Magda Griesel, Gerhard |
| author_facet | Fourie-Malherbe, Magda Griesel, Gerhard |
| author_sort | Griesel, Gerhard |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (PhD)--Stellenbosch University, 2018. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/104812 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:43:41.995Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/104812 A framework for enhancing the design skill sets of foundation programme landscape architecture students Griesel, Gerhard Fourie-Malherbe, Magda Frick, Liezel Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. College teaching -- South Africa -- Western Cape Design Based Research (DBR) Landscape design Landscape architecture -- Curricula Landscape architecture -- Study and teaching -- South Africa Multiple Intelligence Theory Cape Peninsula University of Technology (CPUT) UCTD Thesis (PhD)--Stellenbosch University, 2018. ENGLISH ABSTRACT : Every person has the potential to be creative, but this often only happens if the conditions for developing creativity are favourable. Hence, it can be argued that educators are responsible for creating a teaching and learning environment that fosters and encourages creative expression. Subscribing to the view that creative potential is a combination of various skills that can be learned and taught, and using the theoretical perspective of Multiple Intelligence (MI) Theory, this Design-Based Research (DBR) study endeavoured to develop a design skill set enhancement framework to improve access to and success in Landscape Architecture studies. The context for the study was the Cape Peninsula University of Technology (CPUT), South Africa. The research was conducted during 2017 with the student cohort registered for the Foundation Programme in the Diploma in Landscape Architecture at CPUT. The study comprised iterative cycles of design, implementation, analysis, and review. During each iteration, pre- and postintervention data gained from design assignments, Participatory Action and Learning (PAL) projects, as well as informal and unstructured interviews were analysed and compared. The rigorous in-depth interpretation of the data, and more specifically the data of three randomly selected student participants, produced encouraging results. The interpretation delved deeply into the design skill set heuristics that emanated from the multiple intelligence conjecture-driven teaching experiment. Importantly, the design skill set framework merged the two components, i.e. the design knowledge semiotic process and the design skill set modal agencies, into the modal agency meaning making process. Exposing the participants to the different modalities, through the approach of teaching to, for and through their preferred skill sets, not only supported them to experience learning in ways they are most comfortable with, but also challenged them to learn in other ways, thus enhancing their underdeveloped design skills. Multiple modal entry points shifted the attention away from underdeveloped skills as barriers to teaching and learning to engage the interest of students and facilitate the development of design skills of students with disparate abilities. The implementation of the modal agency meaning making process in an authentic, domain specific environment facilitated the participants’ skills and knowledge development, by bridging the gap between the understanding of theoretical knowledge concepts and the real life application of those concepts. Extending learning beyond the physical architecture of space into a psychosocial, collaborative learning environment that encourages a diversity of approaches to identify and solve problems, demonstrated that both skills acquisition and information processing reinforce and expand a student’s creative ability and perceptions. In addition to the primary contribution of the study in the form of the proposed framework, five design principles were identified, providing insight into the function and key characteristics of the design skill set development framework intervention, as well as the procedural conditions guiding implementation. It is clear that the design skill set framework is a feasible and effective teaching and learning strategy that can be adapted for application in various contexts. AFRIKAANSE OPSOMMING : Elke person beskik oor die potensiaal om kreatief te wees, maar dit geskied dikwels slegs in omstandighede wat gunstig is vir kreatiwiteitsontwikkeling. Daar kan dus geargumenteer word dat dit die verantwoordelikheid van opvoeders is om ‘n onderrig- en leeromgewing te skep wat kreatiewe uitdrukking aanmoedig en bevorder. Hierdie Ontwerpgebaseerde Navorsingstudie vertrek van die uitgangspunt dat kreatiewe potensiaal uit ’n kombinasie van verskeie vaardighede bestaan wat geleer en onderrig kan word, en maak gebruik van die teoretiese perspektief wat bekend staan as die Veelvuldige Intelligensie Teorie. Die doel van die studie was om ‘n raamwerk te ontwikkel wat ontwerpvaardighede van studente sal bevorder en so sal bydra tot verhoogde toegang tot en sukses in Landskapsargitekstudies by die Kaapse Skiereiland Universiteit van Tegnologie (KSUT) in Suid-Afrika. Die navorsing is gedurende 2017 uitgevoer met die studente wat vir die Grondslagprogram van die Diploma in Landskapargitektuur by KSUT geregistreer was. Die studie het bestaan uit iteratiewe siklusse van ontwerp, implementering, analise en oorsig. Tydens elke siklusherhaling is pre- en post-intervensie data, wat ingewin is uit die ontwerpopdragte, die Deelnemende Aksie- en Leerprojekte (DAL), asook die informele en ongestruktureerde onderhoude, geanaliseer en vergelyk. Die nougesette in-diepte interpretasie van die data, veral die data van drie studente wat op lukrake wyse geselekteer is, het belowende resultate opgelewer. Die interpretasie het diep gedelf in die heuristiek van die ontwerpsvaardigheidstel wat voortgevloei het uit die veelvuldige intelligensie veronderstellingsgebaseerde onderrigeksperiment. Van belang is dat die raamwerk vir die ontwerpsvaardigheidstel die twee komponente, naamlik die ontwerpskundigheid semiotiese proses en die ontwerpsvaardigheidstel modale bemiddeling in die modale bemiddeling betekenisskeppende proses laat saamsmelt het. Blootstelling van die deelnemers aan die onderskeie modaliteite deur middel van onderrig van, vir en deur hul voorkeurvaardigheidsstelle, het dit nie alleen vir hulle moontlik gemaak om onderrig te ervaar op maniere waarmee hulle die beste vertroud was nie, maar is hulle ook uitgedaag om op ander wyses te leer, waardeur hulle onder-ontwikkelde ontwerpsvaardighede uitgebrei en versterk is. Meervoudige multi-modale intreevlakke het die fokus verskuif van onderontwikkelde vaardighede wat as ’n versperring dien vir leer en onderrig na maniere om die belangstelling en vermoëns van die studente aan te wakker en die ontwikkeling van ontwerpsvaardighede van studente met uiteenlopende vermoëns te bevorder. Die implementering van die modale bemiddeling betekenisskeppende proses binne ’n outentieke, domein-spesifieke omgewing het die deelnemers se vaardigheids- en kennisontwikkeling bevorder, deur die gaping tussen die begrip van teoretiese kenniskonsepte en die toepassing daarvan in die werklike lewe te oorbrug. Hierdeur is die leerproses verder as die fisiese argitektuur van ruimte uitgebrei na ’n psigo-sosiale samewerkende leeromgewing wat ‘n diversiteit van benaderings tot die identifisering en oplossing van probleme aanmoedig. Dit bevestig dat beide vaardigheidsverwerwing en inligtingsprosessering ’n student se kreatiewe vermoëns en persepsies versterk en uitbrei. Bykomend tot die primêre bydrae van die voorgestelde raamwerk, het die studie ook vyf ontwerpbeginsels geïdentifiseer wat insig bied in die funksie en sleutelkenmerke van die ontwikkelingsraamwerkintervensie vir ontwerpvaardighede, asook die prosedurele voorwaardes wat as wegwyser vir die implementering daarvan dien. Dit is duidelik dat die ontwerpvaardigheidsraamwerk ’n werkbare en effektiewe leer- en onderrigstrategie is vir toepassing in verskeie kontekste. Doctoral 2018-09-17T08:34:14Z 2018-12-07T06:46:20Z 2018-09-17T08:34:14Z 2018-12-07T06:46:20Z 2018-12 Thesis http://hdl.handle.net/10019.1/104812 en_ZA Stellenbosch University xxiii, 341 pages : illustrations (chiefly colour) application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | College teaching -- South Africa -- Western Cape Design Based Research (DBR) Landscape design Landscape architecture -- Curricula Landscape architecture -- Study and teaching -- South Africa Multiple Intelligence Theory Cape Peninsula University of Technology (CPUT) UCTD Griesel, Gerhard A framework for enhancing the design skill sets of foundation programme landscape architecture students |
| title | A framework for enhancing the design skill sets of foundation programme landscape architecture students |
| title_full | A framework for enhancing the design skill sets of foundation programme landscape architecture students |
| title_fullStr | A framework for enhancing the design skill sets of foundation programme landscape architecture students |
| title_full_unstemmed | A framework for enhancing the design skill sets of foundation programme landscape architecture students |
| title_short | A framework for enhancing the design skill sets of foundation programme landscape architecture students |
| title_sort | framework for enhancing the design skill sets of foundation programme landscape architecture students |
| topic | College teaching -- South Africa -- Western Cape Design Based Research (DBR) Landscape design Landscape architecture -- Curricula Landscape architecture -- Study and teaching -- South Africa Multiple Intelligence Theory Cape Peninsula University of Technology (CPUT) UCTD |
| url | http://hdl.handle.net/10019.1/104812 |
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