Sala de aula invertida no ensino da Arquitetura bioclimática em projeto
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Data
2019-10-29
Autores
Lima, João Victor de Souza
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Apesar de grandes avanços da pesquisa científica quanto à inclusão dos conceitos e procedimentos referentes ao conforto ambiental no contexto do processo projetual, é ainda perceptível sua dificuldade de apropriação nas práticas de disciplinas projetuais de cursos de graduação em Arquitetura e Urbanismo, tanto por parte dos alunos, quanto por parte dos professores de projeto. Essa dificuldade se dá, principalmente, pela defasagem de aprendizagem nas disciplinas de Conforto Ambiental no que se refere ao desenvolvimento de habilidades práticas nos alunos, para que sejam capazes de utilizar, de forma autônoma, o conhecimento adquirido na resolução de problemas arquitetônicos diversos. Com base nessa problemática, esta pesquisa teve por objetivo investigar a aplicabilidade da Sala de Aula Invertida como metodologia de ensino da arquitetura bioclimática no contexto do processo projetual, em cursos de Arquitetura e Urbanismo. A pesquisa, de caráter exploratório e correlacional, consistiu no desenvolvimento, aplicação e avaliação de uma estratégia de ensino, baseada na metodologia acima mencionada, para uma turma do 6º semestre de um curso de graduação em Arquitetura e Urbanismo, na disciplina “Conforto Ambiental”, transformando a sala de aula em um ateliê de projeto. A avaliação dos alunos foi feita por meio de prova individual e dos projetos elaborados em grupo durante as atividades propostas em sala de aula. Como variáveis dependentes, os resultados de aprendizagem foram identificados por avaliação somativa quantitativa (notas) e qualitativa (níveis cognitivos alcançados pela Taxonomia de Bloom). Como variáveis independentes, foram identificados os estilos de aprendizagem dos alunos, por meio do Índice de Estilos de Aprendizagem, assim como seu contexto pessoal e percepção da estratégia de ensino aplicada, por meio de questionário de satisfação. As análises dos resultados consistiram em análises descritivas, comparando as variáveis independentes entre si, e em regressões logística ordinal e linear múltipla, correlacionando essas variáveis com as variáveis dependentes. Através das possibilidades proporcionadas pela metodologia ativa da Sala de Aula Invertida, foi constatado que, de fato, o processo projetual, integrado como instrumento para o ensino da arquitetura bioclimática e da geometria solar, pode contribuir significativamente aos resultados de aprendizagem e aos níveis cognitivos atingidos pelos alunos. Entretanto, mesmo os melhores projetos, no âmbito bioclimático, apresentaram inadequações funcionais e uma considerável limitação de abstração, o que levou à necessidade de se investigar as inadequações presentes na estratégia aplicada. Com os resultados das análises estatísticas, foi possível identificar as principais limitações da metodologia da Sala de Aula Invertida quanto à sua aplicabilidade no contexto do conteúdo abordado, assim como as principais lacunas da sistematização proposta para o processo projetual e, por meio destas, propor sugestões para futuras aplicações.
Despite the great advancements of scientific research on the inclusion of concepts and procedures related to environmental comfort in the context of the design process, it’s still noticeable its difficulty of appropriation in the practices of design disciplines in Architecture and Urbanism courses, both by students, as by teachers. This difficulty is mainly due to the lack on learning process in the Environmental Comfort disciplines regarding the development of practical skills in the students, so that they are able to use, autonomously, the knowledge acquired in solving several architectural problems. Based on this problem, this research aimed to investigate the Flipped Classroom’s applicability as a teaching method of bioclimatic architecture in the context of the design process, in Architecture and Urbanism courses. The exploratory and correlational research consisted of the development, application and evaluation of a teaching strategy, based on the above-mentioned methodology, for a 6th semester class of an Architecture and Urbanism course, in the discipline “Environmental Comfort”, turning the classroom into a design studio. The evaluation of the students was done through an individual test and through the evaluation of groups’ projects, elaborated during the activities proposed in the classroom. As dependent variables, learning outcomes were identified by quantitative evaluation (grades) and qualitative evaluation (cognitive levels of Bloom’s Taxonomy). As independent variables, it was identified students' learning styles, through the Index of Learning Styles, as well as their personal context and perception of the applied teaching strategy, through a satisfaction questionnaire. The results analyzes consisted on descriptive analyzes, comparing the independent variables with each other, and on ordinal logistic regressions and multiple linear regressions, correlating these variables with the dependent variables. Through the possibilities provided by Flipped Classroom, it was found that, in fact, the design process, integrated as a tool for teaching bioclimatic architecture and solar geometry, can significantly contribute to the learning outcomes and cognitive levels reached by the students. However, even the best projects, in the bioclimatic context, presented functional problems and low levels of abstraction, which led to the need to investigate the inadequacies of the applied strategy. With the results of statistical analyzes, it was possible to identify the main limitations of Flipped Classroom regarding its applicability in the context of the content approached, as well as the main gaps of the proposed systematization for the design process and, through that, to suggest adaptations for future applications.
Despite the great advancements of scientific research on the inclusion of concepts and procedures related to environmental comfort in the context of the design process, it’s still noticeable its difficulty of appropriation in the practices of design disciplines in Architecture and Urbanism courses, both by students, as by teachers. This difficulty is mainly due to the lack on learning process in the Environmental Comfort disciplines regarding the development of practical skills in the students, so that they are able to use, autonomously, the knowledge acquired in solving several architectural problems. Based on this problem, this research aimed to investigate the Flipped Classroom’s applicability as a teaching method of bioclimatic architecture in the context of the design process, in Architecture and Urbanism courses. The exploratory and correlational research consisted of the development, application and evaluation of a teaching strategy, based on the above-mentioned methodology, for a 6th semester class of an Architecture and Urbanism course, in the discipline “Environmental Comfort”, turning the classroom into a design studio. The evaluation of the students was done through an individual test and through the evaluation of groups’ projects, elaborated during the activities proposed in the classroom. As dependent variables, learning outcomes were identified by quantitative evaluation (grades) and qualitative evaluation (cognitive levels of Bloom’s Taxonomy). As independent variables, it was identified students' learning styles, through the Index of Learning Styles, as well as their personal context and perception of the applied teaching strategy, through a satisfaction questionnaire. The results analyzes consisted on descriptive analyzes, comparing the independent variables with each other, and on ordinal logistic regressions and multiple linear regressions, correlating these variables with the dependent variables. Through the possibilities provided by Flipped Classroom, it was found that, in fact, the design process, integrated as a tool for teaching bioclimatic architecture and solar geometry, can significantly contribute to the learning outcomes and cognitive levels reached by the students. However, even the best projects, in the bioclimatic context, presented functional problems and low levels of abstraction, which led to the need to investigate the inadequacies of the applied strategy. With the results of statistical analyzes, it was possible to identify the main limitations of Flipped Classroom regarding its applicability in the context of the content approached, as well as the main gaps of the proposed systematization for the design process and, through that, to suggest adaptations for future applications.
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Palavras-chave
Arquitetura bioclimática, Metodologia de ensino, Sala de aula invertida, Processo projetual, Bioclimatic architecture, Teaching methodology, Flipped classroom, Design process