This article looks at architecture students' changes in approach to design learning between the first and fourth years of the architecture programme; charting the variation in the said approaches and exploring the reasons for the differences. The study, which aimed to use phenomenography to understand such approaches with the objective of exploring the variation from a qualitative perspective, was undertaken using a sample of 39 students in two colleges of architecture in India.The semi-structured interviews were carried out using phenomenography and focused on the students' approaches to learning the coursework of architectural design from the first year and fourth year using an architectural design project as the learning context. The study was conducted to chart the learning approaches that emerged and relate them to deep and surface approaches to learning.The study was carried out on the lines of earlier phenomenographic studies that aimed to understand the variation in the approaches to learning of fashion design students based in various institutions in the United Kingdom. The Research QuestionHow might the approaches to design learning undertaken by architecture students' change between the first and fourth years of the architecture programme? Why is there a variation in the approaches to learning and what are the reasons for any differences?
PurposeThis paper presents the phenomenographic analysis of students' approaches to learning in the first year architectural design coursework; thereby correlating contextualization in the architectural curriculum.Design/methodology/approachThis paper reviews phenomenographic data of first year architecture students' learning experience through a comparative analysis of first- and fourth-year students' approaches to learning in the design studio; further co-relating this analysis to the final classification involving all five years of students' learning approaches in the architecture program.FindingsFive meta-categories of the comparative analysis and nineteen meta-categories of the final classification are evaluated using first-year students' learning approaches – to understand the importance of contextualization in curriculums of architecture.Practical implicationsThis phenomenographic analysis of first-year students' learning experience represents the onward journey from surface-to-deep approaches to learning that is encountered in their learning approaches, pertaining to the design process in the design coursework during five years of architectural education.Originality/valueThis paper systematically extends the discussion of first year architecture students' engagement in the design process that leads to deep learning; further delving into the static dimension of knowledge and its extension to the dynamic dimension of knowing architecture.
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