Overview

In the last three decades Architectural Prototyping (AP) has been reinstated as a useful teaching tool by a growing number of architecture higher education institutions. These institutions are using AP within two main frameworks: designbuild courses and Digital Fabrication Laboratories (DFL). These frameworks are characterized by intensive technological and hybrid digital-physical environments, and they promote an alternative teaching and learning approach to mainstream architectural education. However, the ways in which learning is constructed within these frameworks is yet to be fully understood. Therefore, this research aims to explore how AP affects the ways in which architectural knowledge is being constructed in contemporary architectural educational settings. Our multidisciplinary research is positioned at the intersection of three research areas: architectural education, craft practice, and Human-Computer-Interaction (HCI). It adopts the ‘enactivism’ epistemology and investigates the cognitive processes behind the craft of architectural prototyping within the context of entangled social-material and digital learning environments.

概述

在过去的三年中，建筑原型（AP）已被越来越多的建筑高等教育机构恢复为有用的教学工具。这些机构在两个主要框架内使用 AP：设计建造课程和数字制造实验室 (DFL)。这些框架的特点是密集的技术和混合数字物理环境，它们促进了主流建筑教育的替代教学方法。然而，在这些框架内构建学习的方式尚待完全理解。因此，本研究旨在探讨 AP 如何影响当代建筑教育环境中建筑知识的构建方式。我们的多学科研究定位于三个研究领域的交叉点：建筑教育、工艺实践和人机交互 (HCI)。它采用“行动主义”认识论，并在纠缠的社会材料和数字学习环境的背景下研究建筑原型工艺背后的认知过程。