Please use this identifier to cite or link to this item: http://etd.cput.ac.za/handle/20.500.11838/2393
DC FieldValueLanguage
dc.contributor.advisorCronjé, Johannesen_US
dc.contributor.authorDelport, Hermie Elizabethen_US
dc.date.accessioned2017-05-15T07:59:34Z-
dc.date.available2017-05-15T07:59:34Z-
dc.date.issued2016-
dc.identifier.urihttp://hdl.handle.net/20.500.11838/2393-
dc.descriptionThesis (DTech (Architectural Technology))--Cape Peninsula University of Technology, 2016en_US
dc.description.abstractThis research explores design-build projects in architectural education. The design-build studio is an alternative to the conventional theory-oriented studio. In design-build projects students both design and build real buildings. Internationally, design-build projects have increased rapidly in architectural programmes over the past decade. Literature suggests that design-build projects are relevant for architectural education, but that there is a definite need for more theoretical and critical exploration. Design-build projects in the context of this study are defined as socially responsive, inhabitable, full-scale investigations. The value of this pedagogical construct for educators, students, architectural practice and society in general was an underpinning theme guiding this exploration. Design-build projects are located on the boundary between theory and practice. This research provides a view into my journey across this boundary, immersing myself in both the theoretical and practical. Principles of the designbuild process and design research mapped the research path. The research process commenced with the initiation of and active participation in a number of design-build constructions. Through critical reflection on the construction experiences and the literature, specific pedagogical and practice implications were explored. Cultural historical activity theory provided me with a sense of theoretical direction in this journey. Collaboration as a pedagogical tool and the possibility of exposing students to alternative practice possibilities were foregrounded as being uniquely situated within the design-build project. The value of this research is the contribution it makes to the current international call for a clearer understanding of the pedagogical and practice merit of design-build projects.en_US
dc.language.isoenen_US
dc.publisherCape Peninsula University of Technologyen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/
dc.subjectDesign-build architecture educationen_US
dc.subjectBlueprinten_US
dc.subjectBuildings -- Design and constructionen_US
dc.subjectArchitectural design -- Study and teachingen_US
dc.subjectArchitecture -- Study and teachingen_US
dc.subjectArchitectural modelsen_US
dc.titleTowards design-build architectural education and practice : exploring lessons from educational design-build projectsen_US
dc.typeThesisen_US
Appears in Collections:Doctoral Degrees - Architectural Technology
Files in This Item:
File Description SizeFormat 
210265337-Delport-HE-Dtech-Architec-Tech-FID-2016.pdfThesis30.33 MBAdobe PDFThumbnail
View/Open
Show simple item record

Page view(s)

3,272
checked on Jan 17, 2021

Download(s)

1,008
checked on Jan 17, 2021

Google ScholarTM

Check


This item is licensed under a Creative Commons License Creative Commons