Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.450741
Title: Development of educational methods for teaching the structural engineering content of the architectural curriculum
Author: Carmichael, William Fleming
ISNI:       0000 0001 3520 3703
Awarding Body: Heriot-Watt University
Current Institution: Heriot-Watt University
Date of Award: 1973
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Abstract:
This thesis is concerned with some educational methods for teaching structural engineering to architectural students. After citing evidence for and against, the thesis argued that structural knowledge is essential as one of the generators in architectural design. A review of literature indicated that there is little unanimity about the content of the structural curriculum and a discussion followed on the structural knowledge and skills necessary from the architect for fruitful collaboration with the structural consultant. This part concluded with a list of general objectives for teaching structures to architects. As architectural design is closely concerned with creativity, this was examined in terms of architectural creativity and of teaching methods for structures. Modes of thinking as logic, association and bisociation of ideas and gestalt, in addition to the pyschological approach were discussed for relevancy in this context. A brief schema of the architects' process of creativity was produced. From that examination there emerges those qualities which are required for selecting and developing architectural /structural systems or relevant elements. A distinction was made between the serviceable product and the communication of feelings, perception and knowledge and the teaching methods reflect the difference found in the classification. Some teaching methods specific to structures were discussed, tested and developed for the efficiency in promoting those qualities found necessary for architectural /structural creativity. Programmed Learning was then tested and dicussed in terms of acquiring and transferring knowledge, attitude of the student, and the role of the teacher. Possible formats were suggested and tested including a comparison between using mathematics and not using mathematics to explain statically indeterminate systems.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.450741  DOI: Not available
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