1 Gredits. Bau. Uvic. Universitat Central de Catalunya (SPAIN)
2 ETSAB. Universitat Politècnica de Catalunya (SPAIN)
About this paper:
Appears in: EDULEARN15 Proceedings
Publication year: 2015
Pages: 6122-6129
ISBN: 978-84-606-8243-1
ISSN: 2340-1117
Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain
The theoretical, technical, and multidisciplinary specificity of the Architectural Restoration education often entails the knowledge fragmentation and makes the student lose the necessary global and complex view of the matter. In this educational research project we seek to improve the architect's ability to analyze, reflect and especially to synthesize during the intervention's process in patrimonial buildings. The main education method applied is based on the systemic method to restore patrimonial buildings. This method uses as a comprehension tool the systemic approach from Mario Bunge, as an axiological basis the Aloïs Riegl value theory adapted to 21th century and finally the praxis from Antoni González and the Objective Restoration. The original hypothesis is that the use of a method in which the student manages the specialized information using project based learning, cooperative leaming with role plays and debates, allows the work team to reach a wider consensus on the use of this information in the project and therefore it helps to involve it in the development of the design proposal. The final method designed after all the process has been called Cooperative an Crithic Project Based Leamint (CCPBL) The whole project consists of three case studies to be carried out in the UPC University (Barcelona, España). In all of them, four student's teams have analyzed, evaluated and planned in an existing patrimonial building under a real restoration process from we had all the previous studies made. The selected buildings were World Heritage Momuments like the Tempio Duomo di Pozzuoli (Napoli, Italia} or the Pabellón de Sant Manuel en el Hospital de Sant Pau (Barcelona, España). Along the whole analysis process several specialized roles has been assigned to the students: architect, historian, art restorer and archeologist. They had to form multidisciplinary teams with one specialized student from each area. They all had their specific information and competences, and in several classrooms's meetings they had cooperative learning sessions using the jigsaw technique involiving role plays. In this kind of sessions they use to have a primary meeting between specialists to deep into the specific knowledge and then they returned to the basis multidisciplinary group to transfer this knowledge. In an addition to this cooperative work they have been using during the whole process a wiki site linked to each specialty. The evidences collected about the active learning utility to incorporate the specific knowledge into the design proposal are very positive, especially for workshop's classroom attendance and the degree of satisfaction achieved about the utility of the process. But further than this global opinion, in a correlation analysis some of the questionnaires variables show an important correlation in this following key issues: the specialist's discussion improves the consensus achievement in the main project choices, and the taken choices are much more consistent with the previous analysis. These variables are considered crucial to link the beginning objectives to the final didactic method
Architectural Restoration, Project Based Learning, cooperative learning.