Abstract:

The article is a reflexion about the theoretical model of the project method and it applies to architecture final degree project (FDP). The project method, currently with a lot of followers for their application in the primary and secondary schools, pretends a responsible and independent development of the student through longer-term interdisciplinary projects. The aim is the meaningful learning. This method is capable to relate different subject areas in comparison with traditional methodology in which each subject is taught separately. Rediscovered in the twentieth century this method born at the end of the sixteenth century in European architecture schools and it also is applying nowadays.

In their theoretical model, the project method could be divided in two phases. First one, until the sharing of the work done, is composed by: aims, contents and organization definition. This stage promotes active participation, students are involved in the choice of the theme, they shown their interest about it and they made an organization proposal. Tutor is guiding them throughout the learning process. Second one ends with a review of what they have learnt. This stage pretends: address the issue, the teacher designs activities and provides teaching resources and students begin their individual work. At the end both make a complete assessment and self-assessment.

In the project method applied to FDP, stages are leaded by the student, there is a continue sharing of the work which ends with a revision of what students have learnt and the assessment. Students make the choice of the theme through the decision of workshop project team. In fact, each workshop project team has their theme. Students show their theory interest in the development of their project.

In the organization, teachers and students have an active implication; teachers establish the programming of theoretical and practical lessons, public assessment calendar, and other active activities and students organize their project through individual assessment but they also are guided for workshop teachers through public assessment and by the delivery of their work. At the end of the process students have developed their ability to criticize and they could make their self-assessment simultaneously with the assessment of the teacher.

About the alarm that generates the project method for their application in primary and secondary school, it could be a good experience with the objective of preparing students for University and the world of work, where the projects are interdisciplinary. Their positive aspects are: student participation, the learning is meaningful, the interdisciplinary of the learnt, it develops abilities as to present in public, creativity and critical sense. On the other hand, freedom of student could mislead him, there the teacher should lead the teaching-learning process, but it also gives to him responsibility about his work. From the teaching point of view this method means a high implication for the teachers and an interdisciplinary collaboration, and therefore a huge coordination between subjects and teachers.

Keywords:

Project, method, final, project.