Abstract:

The paper analyses the structure, methodology and pedagogical implications of a seminar developed for fourth-year architecture students as part of the course History of Architecture in Romania. The seminar, entitled Transformations, is based on collaborative and problem-based learning, and focuses on analysing the architectural evolution of historical religious buildings. It aims to cultivate critical thinking, visual reasoning, and historical interpretation skills through a combination of research, graphical documentation, and teamwork. The seminar format emphasizes the use of critical thinking in architectural history education. Rather than memorizing historical facts, students are encouraged to question, compare, infer, and reconstruct. The exercise simulates a research-oriented workflow that parallels real-world practices in restoration, heritage analysis, or historical consultancy. The paper also discusses the outcomes of this teaching method based on student work samples and observational data from instructors. It evaluates the seminar’s potential to support the development of transversal skills such as historical reasoning, evidence-based argumentation, and collaborative work. The model is designed to be scalable and adaptable to other theory-based courses in architecture and related fields. By integrating analytical drawing and historical research in a structured, team-based format, the seminar contributes to expanding the role of history education in architectural curricula. It demonstrates how targeted pedagogical strategies can enhance students’ engagement with the historical dimension of the built environment through active, inquiry-based learning.

Keywords:

History of architecture education, problem-based learning, critical thinking, teamwork.