ANALYSING DIVERGENT-CONVERGENT ACTIVITIES IN THE ARCHITECTURAL STUDIO, WITH THE AID OF THE 'KNOWLEDGE CONSTRUCTION ACTIVITIES' MODEL
Editor: Boujut, Jean-François ; Cascini, Gaetano ; Ahmed-Kristensen, Saeema ; Georgiev, Georgi V. ; Iivari, Netta
Author: Sopher, Hadas
Institution: Faculty of Architecture and Town Planning, Technion – Israel Institute of Technology, Haifa, Israel
DOI number: https://doi.org/10.35199/ICDC.2020.38
Design activities and divergent-convergent developmental activities are considered to be of essential importance in developing design solutions, making them an important learning objective in the architectural studio. However, since most studio assessments focus on the quality of the artefact, learners are not provided with adequate feedback as to their achievements in applying these activities during the learning process. In response, this study utilizes the 'Knowledge Construction Activities' (KCAs) model as a means to measure the application of the stated activities in learners' performance throughout the course. Learners' design decisions and the modifications applied upon them to generate design development are coded into measurable learning graphs, making it possible to identify peaks of divergent-convergent activity as well as reduced practice. A case study of three undergraduates highlights in detail each subject's performance, providing the means to support a custom-tailored approach to teaching.