Abstract:

The research deliberates the interrelationships between Project-based Learning (PBL) and Experimental-based Learning (EBP) as a dynamic approach and ongoing mechanism of experiential learning activities to guide Hands-on practice in the education of interior design engineering. Hands-on practice in this particular area of education is evaluated in light of "learning by doing" conceptual approach and appropriate convergence and deployment of experiment-based pedagogy which reflects the ceaseless need to rethink continuously project-based learning framework and processes. Thus, the research team examines two systemic models aligned with 21st-century learning strategies and trends that constitute various levels of complexity mainly manifested as two different correlations; PBL and EBL implemented parallelly without interrelated experiential learning as casual situation, and PBL by EBL implemented interdependently with interrelated experiential learning as a systemic situation which is the Focused Model of this research. Emphasizing on PBL and EBL interconnections have been developed and reflected in several pedagogy models. Within this renewed approach, the study adopts a reflective observation to examine and discuss this systemic situation as a "focused model". Therefore, real-learning settings were designed, allied executed to facilitate inquiry-based methods that developed and implemented with selected samples of learners and instructors using specified experiment and simulation devices and processes in different courses in the interior design engineering program. Implementing "PBL by EBL" approach within this context leads to a range of challenges faced by both learners and instructors which in return require continuously re-designing the learning practices.

Quantitative and qualitative methods are employed to study how this "hands-on-centered model" supports learner-centered approach with main aim to apply theoretical knowledge into practice through experiential learning, as well as exploring how does "PBL by EBL" work in interior design engineering curricula and demonstrating its effectiveness towards "designing" interior design engineering pedagogy. The research methodology combines epistemological techniques and study instruments, deployed to seek convergence and coherence between obtained results and reflective findings as tools to modelize framework hand-on practice paradigms associated with variable experiential learning scenarios. Findings also reveal specific prospects and paths required to deploy “PBL by EBL Model" reflected on continuing quality assured and efficient hands-on practice which entails re-thinking its various extensions of use in variable contexts and according to major global changes and emergent learning trends.

Keywords:

Hands-on, experiential learning, project-based learning, experiment-based learning, education efficiency, design scenarios.