Abstract:

Higher Education in technical fields requires applying the academic knowledge gained in classrooms in real case studies through project-based learning (PBL). When students learn by doing they acquire additional skills, e.g., team work and knowledge sharing, between not only the teacher and students, but also among scholars. Furthermore, this methodology allows contents to be linked through different subjects so that topics are considered from a holistic viewpoint. During academic year 2016-2017, this learning approach is being applied in the Bachelor’s Degree of Technical Architecture at the Universitat Jaume I of Castellón (Spain). Freshmen students work on traditional construction as this is a simple model case. This experience is acquired in this academic course by analysing traditional houses in the village of Mascarell. In year 2, students are analysing a new multistorey building construction made with reinforced concrete. They study technical aspects, e.g., materials, constructive processes, structural conditions or business management. Year 3 students focus on the rehabilitation of an existing building, adapt the ground level for commercial activity, and even manage the required licenses. Finally, year 4 students act as quantity surveyors and value dwellings for financial purposes. The results show that students learn to work in multidisciplinary teams as they play different roles within teams. They socialise as they come into contact with dwellers, and owners can inform them of their real problems. Undergraduates apply the new academic knowledge acquired in real case studies. This results in dealing with real problems from a global viewpoint, rather than considering isolated subject contents. The PBL methodology trains undergraduates for a future professional world that comes closer to reality.

Keywords:

Project-based learning, coordination, collaborative work, learning by doing, self-learning, Technical Architecture.