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Correlation analysis between participant ‘pre-test survey’ results and participant ‘deficiency score’ results. Table 5

Table 5 Correlation analysis between participant ‘pre-test survey’ results and participant ‘deficiency score’ results. Table 5

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Fig. 1. Kolb learning cycle with learning styles indicated next to relevant stage of the cycle. Historically there has been an integration of ‘theory’ and ‘practice’ within architectural design, with individuals being able to move fluidly between the two fields. We can go back as far as Vitruvius (30-15 BC), who discussed the need for a good understanding of both theory and practice. As explained in Morgan’s (1914: p 11) translation of Vitruvius, “Practice is the continuous and regular exercise of employment where manual work is done with any necessary material according to the design of a drawing. Theory, on the other hand, is the ability to demonstrate and explain the productions of dexterity on the principles of proportion.” Since this early
Fig. 1. Kolb learning cycle with learning styles indicated next to relevant stage of the cycle. Historically there has been an integration of ‘theory’ and ‘practice’ within architectural design, with individuals being able to move fluidly between the two fields. We can go back as far as Vitruvius (30-15 BC), who discussed the need for a good understanding of both theory and practice. As explained in Morgan’s (1914: p 11) translation of Vitruvius, “Practice is the continuous and regular exercise of employment where manual work is done with any necessary material according to the design of a drawing. Theory, on the other hand, is the ability to demonstrate and explain the productions of dexterity on the principles of proportion.” Since this early
RIBA and ARB criteria for validation and course prescription.
RIBA and ARB criteria for validation and course prescription.
Summary of learning topics extracted from RIBA and ARB criteria. Practical building craft activities woulc compliment or enhance many of the codes, including GC1, GC2, GC3, GC7, GC9.
Summary of learning topics extracted from RIBA and ARB criteria. Practical building craft activities woulc compliment or enhance many of the codes, including GC1, GC2, GC3, GC7, GC9.
Fig. 2. The benefits and liabilities of success and failure (Sitkin, 1992).
Fig. 2. The benefits and liabilities of success and failure (Sitkin, 1992).
Fig. 3. Theoretical design overview of experiment. Following the pre-test, each group watched an identical 30-minute ‘instructional video’ of a master stone mason demonstrating the principles of creating a flat surface on a piece of natural stone (refer to Fig. 4). The chosen stone mason had over 30 years’
Fig. 3. Theoretical design overview of experiment. Following the pre-test, each group watched an identical 30-minute ‘instructional video’ of a master stone mason demonstrating the principles of creating a flat surface on a piece of natural stone (refer to Fig. 4). The chosen stone mason had over 30 years’
Fig. 4. Stills from instructional video, showing stages of the process (Nick Roberson of Roberson Stone Carving (robersonstonecarving.co.uk)).
Fig. 4. Stills from instructional video, showing stages of the process (Nick Roberson of Roberson Stone Carving (robersonstonecarving.co.uk)).
Fig. 5. Filming setup for the experiment instructional video, with stone carver and mason Nick Roberson, of Nick Roberson Stone Carving (ro bersonstonecarving.co.uk).
Fig. 5. Filming setup for the experiment instructional video, with stone carver and mason Nick Roberson, of Nick Roberson Stone Carving (ro bersonstonecarving.co.uk).
Fig. 6. Test group participants using traditional tools and materials to carry out the ‘hands-on’ task. Students were free to engage with one another during the task but received no guidance or coaching from anyone else.
Fig. 6. Test group participants using traditional tools and materials to carry out the ‘hands-on’ task. Students were free to engage with one another during the task but received no guidance or coaching from anyone else.
Fig. 7. Group 1 participant mark-ups of the design test client drawings.
Fig. 7. Group 1 participant mark-ups of the design test client drawings.
Three variables that indicated a significant difference between test groups, and their effect size. Table 6
Three variables that indicated a significant difference between test groups, and their effect size. Table 6
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Heritage ConservationArchitectural EducationArchitectural Pedagogy
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