A teaching strategies model experiment for computational design thinking

Abstract

This study aims to share an educational model experiment for teaching computational thinking with hands-on activities. There is a gap between today’s architectural education system and computational thinking. The exercises aim to fill this gap. In this study, conventional and computational design processes are not considered as two opposing poles, but as integrated processes and as a bridge between these processes.

Starting from Gagné’s model, the learning process classification is reinterpreted, and the exercise processes are discussed in the titles of reception, expectancy, computation and semantic encoding, responding and creating alternatives. The outcome of this study will be a discussion on the first results, observations, and feedback from the students about the educational model attempted to be created.