Flipped classroom for teaching structures in architecture courses

Costa, Eveline Nunes Possignolo; Morales Sánchez, José Manoel

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Campo DC	Valor	Idioma
dc.contributor.author	Costa, Eveline Nunes Possignolo	-
dc.contributor.author	Morales Sánchez, José Manoel	-
dc.date.accessioned	2022-08-16T11:39:45Z	-
dc.date.available	2022-08-16T11:39:45Z	-
dc.date.issued	2022	-
dc.identifier.citation	COSTA, E.N.P.; SANCHÉZ, J. M. M. Flipped classroom for teaching structures in architecture courses. In: HVEJSEL, Marie Frier; CRUZ, Paulo J.S. (ed.). Structures and architecture a viable urban perspective?. DOI: 10.1201/9781003023555-121.	pt_BR
dc.identifier.uri	https://repositorio.unb.br/handle/10482/44536	-
dc.language.iso	Inglês	pt_BR
dc.publisher	CRC Press	pt_BR
dc.rights	Acesso Restrito	pt_BR
dc.title	Flipped classroom for teaching structures in architecture courses	pt_BR
dc.type	Parte de livro ou capítulo de livro	pt_BR
dc.subject.keyword	Salas de aula	pt_BR
dc.subject.keyword	Arquitetura	pt_BR
dc.subject.keyword	Estrutura (Engenharia Civil)	pt_BR
dc.identifier.doi	10.1201/9781003023555-121	pt_BR
dc.relation.publisherversion	https://www.taylorfrancis.com/chapters/edit/10.1201/9781003023555-121/flipped-classroom-teaching-structures-architecture-courses-costa-s%C3%A1nchez	pt_BR
dc.description.abstract1	This paper aims to contribute to the field of inverted classroom research for architecture classes by briefly examining and analyzing the results of ten experiments carried out by engineering courses. The bibliographical analysis gathered the benefits described in the experiences and the pedagogical resources used, in order to identify how this teaching model can be applied to the teaching of structures for architecture. The need for this research arose from the problem of teaching structures in Brazil, which is still in development in most institutions from teachercentered models with little student participation in the construction of knowledge. This traditional teaching model has proved to be insufficient for the new educational demands, in which a more critical and active attitude of the student is desirable. Thus, when analyzing the experiences found in the selection made, it was identified that the inverted classroom model is the most used blended learning model and is built from a pre-class, in-class and post class structure. In the pre-class, students are introduced to the content and control how they want to conduct that presentation. In the in-class, students are encouraged, through active activities, to exercise critical thinking, teamwork and problem solving, and finally, in the post-class, the teacher evaluates the result of the previous steps to customize the next activitiesbased on student performance and learning. The strategies listed here are easily reproduced in the teaching of structures for architecture, however, it is necessary to develop a specific experiment in the area, in order to identify other resources in addition to those listed in this work, as well as to assess the architecture student’s perception of this teaching model.	pt_BR
dc.description.unidade	Faculdade de Arquitetura e Urbanismo (FAU)	pt_BR
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