An evaluation of Problem Based Learning in architectural education
This thesis is a case study that explores the implementation of Problem Based Leaming in architectural education. It aims to evaluate the appropriateness of Problem Based Learning for the pedagogical improvement and development of architectural education. The relevant literature from architectural education and the Problem Based Learning pedagogical approach, were used to identify the critiques and problems encountered in contemporary architectural education and to analyse the potential of Problem Based Learning in architectural education. The research questions look at why the implementation of Problem Based Learning in the Faculty of Architecture, the Delft University of Technology, the Netherlands, could not be considered as a complete success. This proposition required further analysis that led to the formation of research procedures focusing on three issues: identifying the research strategies, selecting interviewees and documentation review as data collection methods, and choosing content analysis as the main analysis method. The results of the analysis confirmed that the implementation of Problem Based Learning at TUDelft was not a success, due to resistance from academic staff and their misunderstanding of the true philosophy of the educational approach. From this analysis, the thesis then discussed how to adapt Problem Based Learning for use in architectural education, and which direction architectural research should go next, to improve the pedagogy of architectural education as a whole.