Abstract:

Within this paper the authors propose a reflection on the teaching of Architectural Technology (first year) within the ambit of both the master’s degree course in Architecture and the degree course in Building Science and Techniques.

The aim of the paper is to outline a critical comparison of the experiences gained by the authors, as well as professors, in recent years. This comparison will be conducted by relating, in terms of differences and similarities, the content, programs and teaching strategies with the respective educational profiles of the two different degree programs. In fact, the master’s degree in Architecture prepares graduates with management and strategic finalization skills of project activities while the degree course in Building Science and Techniques has the specific objective of forming a professional figure who can collaborate in a conscious way in the activities of analysing, designing, maintaining, and adapting building works, as well as managing the processes and construction sites on the building, urban and territorial levels.

In addition, the authors will argue their considerations also considering the specific type of teaching, which is both a mono-disciplinary course and a laboratory with a number of course credits that ranges from eight to twelve.

Finally, to provide a comprehensive analytical framework and, above all, instrumental to the introduction of elements of innovation in education, this comparison will be integrated with a series of considerations geared toward clarifying how the transfer of the discipline centred on Technological Design (teaching and thesis) is articulated in the different years of the two Degree paths.

Keywords:

Systemic approach, didactic strategies, circular design, sustainable building.