Incorporating Problem-Based Learning for Promoting Parametric Design Thinking in Architecture Studios: Insights from an Experiment in India

Abstract

The curriculum of architectural studios needs to incorporate the demands of the present professional world. Advanced design thinking approaches like parametricism help tackle various complexities of the design process that is the need of the hour. In this context, this paper delves into the insights gained from introducing problem-based learning for parametric design thinking in an architectural studio in India. It thus examines students' learning experiences through a hands-on problem solving utilizing a research method referred to as action research. The action research methodology, a highly participatory and collaborative approach focused on practical problems solving within a specific context. It was employed by first identifying the problem of how traditional teaching learning processes do not get students ready for tackling complexities of design that are in demand in the current industry. A research question was then formulated, exploring the effectiveness of Problem Based Learning as a teaching methodology for integrating parametric design thinking into architectural studios. The planning phase involved designing a suitable problem for the studio, with the expected solution achieved through student’s application of parametricism knowledge followed by an action phase. The process was continuously monitored, with data collection, analysis, and dissemination. Various challenges have been observed with the integration of parametric design thinking in traditional architectural studios which follow a linear design process. Problem-Based Learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem that tackles the complexity of parametric design thinking. This problem is what drives the motivation and involvement of students in the course.