The Reflective Impact of Different Teaching Strategies in Teaching Architecture and Interior Design Practical Courses | ||||
| The International Conference on Civil and Architecture Engineering | ||||
| Volume 13, Issue 13, July 2020, Page 1-14 PDF (776.4 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.1088/1757-899X/974/1/012015 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Marwa Abdelalim  1; Noura Aji2; Sherif A. Mahmoud3; Mohammad Fahmy4
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| 1Assistant Professor, Architecture Engineering Department, Faculty of Engineering, Prince Sultan University, Riyadh, KSA. | ||||
| 2Lecturer, Prince Sultan University, Interior Design Department, Riyadh, KSA. | ||||
| 3Assistant Professor, Architecture Engineering Department, Military Technical College, Cairo, Egypt. | ||||
| 4Associate Professor, Architecture Engineering Department, Military Technical College, Cairo, Egypt. | ||||
| Abstract | ||||
| Achieving learning outcomes in a creative manner, actually considers a vision for all instructors whether theoretical courses or practical courses, in a reflective way where such reflection interfere to boost students’ self-confidence while enhancing their knowledge. The research investigates some effective teaching strategies that attempt to bridge the gap between theories and real application trying to close the loop of getting both interior/architectural design projects, and construction technology integrated. The research adopts an ontological assumption of applying questionnaire and surveys to recognize this silent war, is it in the students’ mind as just fear of MAKE NO MISTAKE or fear from the future career. According to Tony Robbins. He said if you want a better result then ask yourself a better question. The main research problem is thinking about the rational beyond the reflection of effective teaching strategies as well as solving the problems that fear junior architects and interior designers, to know exactly where is the battle field? A whole mechanism of some teaching and learning strategies as well as direct assessment tools, in accordance with well-defined rubrics were applied.The researcher presents a considerable hypothesis that assures that believing in the architecture and interior design students’ abilities and the instructor’s variable teaching strategies can bring out examples of best practices in teaching philosophies. | ||||
| Keywords | ||||
| Flipped classroom strategy; One to one basis; circle talk; assessment tools | ||||
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