Didácticas para el aprendizaje significativo en los estudiantes del taller de arquitectura

Abstract

This research addresses the teaching of architectural design in the architecture studio, acknowledging the difficulties students face at the outset and throughout the development of their design processes, as well as the need to strengthen the pedagogical strategies employed in these settings. The objective was to design, implement, and analyze a teaching strategy to promote meaningful learning through students’ active participation. Methodologically, a qualitative approach was developed using action research, applied to the Architecture program at the Universidad Pontificia Bolivariana, drawing on experiences at the Universidad del Sinú. Techniques such as document analysis, participant observation, and interviews were employed, along with instruments such as rubrics and monitoring matrices. As a result, the teaching strategy known as “from narrative to atmosphere” was consolidated, allowing students’ personal experiences with the design process to be articulated, thereby strengthening conceptual construction, creativity, and ownership of the project. It is concluded that incorporating teaching methods centered on experience and pedagogical mediation helps transform the studio into a more meaningful and participatory setting, consistent with the educational needs of architecture students.