Many design educators possess technical degrees and years of professional work experience, but are not well versed in learning theory and cognitive science. Understanding the major findings of previous researchers in the areas of learning and cognition may be helpful when preparing course material and lab assignments. Therefore, this paper provides a cursory review of the learning theories with emphasis on discovery learning theory. Two professors used the discovery learning theory to conduct a project in teaching reinforced concrete beam design to construction and architecture students. In this project students are required to design and build a reinforced concrete beam to support the weights of their group members in bending. In an effort to reduce the self weight of the beams and to test the accuracy of calculations, students were asked to design the beams without any load factors or capacity reduction factor. The experiences of the professors conducting the study along with student opinions gathered from a questionnaire are presented.
|Keywords:||Discovery Learning, Architecture Education, Construction Education, Concrete Beam Design|
Associate Professor, College of Architecture, Design and Construction, Auburn University, Auburn, Alabama, USA
Associate Professor, Department of Building Science, Auburn University, USA
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