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A Pedagogical Approach to Incorporating the Concept of Sustainability into Design-to-Physical-Construction Teaching in Introductory Architectural Design Courses: A Case Study on a Bamboo Construction Project

Author

Listed:
  • Xingwei Xiang

    (Key Laboratory of Advanced Manufacturing Technology of Zhejiang Province, State Key Laboratory of Fluid Power and Mechatronic Systems, School of Mechanical Engineering, Zhejiang University, Hangzhou 310027, China)

  • Qian Wu

    (School of Civil Engineering and Architecture, Zhejiang University of Science and Technology, Hangzhou 310023, China)

  • Ye Zhang

    (Department of Architecture, Tianjin University, Tianjin 112000, China)

  • Bifeng Zhu

    (The Department of Architecture, Zhejiang University of Technology Zhijiang College, Shaoxing 312030, China)

  • Xiaoji Wang

    (School of Languages and Cultures, The University of Queensland, Brisbane 4072, Australia)

  • Anping Wan

    (Key Laboratory of Urban Rail Transit Intelligent Operation and Maintenance Technology & Equipment of Zhejiang Province, Zhejiang Normal University, Jinhua 321005, China)

  • Tongle Huang

    (School of Civil Engineering and Architecture, Zhejiang University of Science and Technology, Hangzhou 310023, China)

  • Luoke Hu

    (Key Laboratory of Advanced Manufacturing Technology of Zhejiang Province, State Key Laboratory of Fluid Power and Mechatronic Systems, School of Mechanical Engineering, Zhejiang University, Hangzhou 310027, China)

Abstract

Sustainable architectural education is offered in colleges and universities all over the world. Studies have emphasized the importance of sustainable architectural education in introductory courses of architecture major programs, but methods and strategies for teaching sustainable architecture at lower levels are scarce. This study focuses on the design-to-physical-construction process and creates a teaching framework that incorporates the concept of sustainable development from the perspectives of sustainable economy, environment and society. Based on the teaching method of learning through the design-to-physical-construction process and referring to the grounded theory, a case study on a bamboo construction project was conducted to explore approaches and strategies of sustainable architectural education in introductory courses. Results reveal that five systems, including the system of sustainable development, consist of a framework that illustrated the teaching effects. Based on the framework, we discovered five factors that should be considered in incorporating the concept of sustainable development into architectural design teaching, including the necessity of conducting sustainable architectural education in introductory courses. This study helps explore the potential role sustainability plays in incorporating interdisciplinary knowledge, connecting specialized knowledge across different program levels, and motivating student learning. It also provides a reference for the practice of sustainable architectural education.

Suggested Citation

  • Xingwei Xiang & Qian Wu & Ye Zhang & Bifeng Zhu & Xiaoji Wang & Anping Wan & Tongle Huang & Luoke Hu, 2021. "A Pedagogical Approach to Incorporating the Concept of Sustainability into Design-to-Physical-Construction Teaching in Introductory Architectural Design Courses: A Case Study on a Bamboo Construction ," Sustainability, MDPI, vol. 13(14), pages 1-29, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:14:p:7692-:d:591469
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    References listed on IDEAS

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    1. Xinyu Shi & Xue Fang & Zhoufan Chen & Tyson Keen Phillips & Hiroatsu Fukuda, 2020. "A Didactic Pedagogical Approach toward Sustainable Architectural Education through Robotic Tectonics," Sustainability, MDPI, vol. 12(5), pages 1-14, February.
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    Cited by:

    1. Mennat-Allah El-Husseiny & Hamdy El-Setouhy, 2022. "Reviving Low-Tech Modes of Construction as a Method for Sustainability," Sustainability, MDPI, vol. 14(21), pages 1-21, October.

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