Project-based and experiment-based learning of structural behaviour and integrated design skills for architecture students

Structures courses in architecture education usually have an instructive pedagogy that conflicts with the practice-based design studio education. An adapted teaching of structural knowledge in architecture education can prepare the architects by sufficiently developing (1) a deeper understanding of structural behaviour, and (2) skills to design architectural forms that are structurally informed. This paper introduces and discusses the findings of a mixed experiential learning approach of structural systems by integrating designing and experimenting with parametric design and structural analysis tools. The mixed approach aims to provide a visual and interactive learning environment that is compatible with the design studio pedagogy for architecture students. Based on action research methods, three elective courses were conducted with international master's degree students in architecture for data collection and course development. Students used the software Grasshopper and Karamba for architectural design and structural behaviour visualization. Data was collected through the observation notes of the teacher-researcher, student diaries, experiment reports of students, interviews with the students, and pre- and post-tests. Findings show that while simpler visualizations and guided experimentations were more useful to learn structural principles, excessive control over the design activities decreased the diversity of the design outcomes. Designing and providing feedback on the design process of structural systems helped more with the skills of integrating structures into the design process. In the future, the proposed teaching method will be compared with an instructive approach to structures learning in architecture education.