Learning traditional construction systems in the architecture degree with the STEM methodology

Authors

DOI:

https://doi.org/10.31637/epsir-2024-697

Keywords:

collaborative learning, building systems, STEM, problem-solving, critical thinking skills, digital tools, religious heritage, holistic analysis

Abstract

Introduction: The application of learning methods in architecture majors, on the subject of building systems is varied; although individual approaches have yielded good results, there is a need for greater collaboration between disciplines to address design and construction challenges in an integrated manner. Methodology: Incorporating STEM (Science, Technology, Engineering and Mathematics) principles is an effective tool that enhanced students' critical thinking skills. This communication shows how this methodology was incorporated in the curriculum of the students of the architecture course at the Universidad Técnica Particular de Loja- Ecuador, in the subjects related to the learning of construction systems, choosing the Cathedral Church as a case study because it is a patrimonial property and presents traditional construction systems. Results: A construction catalog was obtained with data sheets on its history, materials, construction systems, pathologies and appropriate intervention procedures. Discussion: The collaborative work allowed to approach the constructive system in an integral way, being this practice of partial immersion.  Conclusions: STEM was effective in the integration of several subjects, but it does not exclude the physical contact that must be had with the object of study.

Downloads

Download data is not yet available.

Author Biographies

Karina Monteros Cueva, Universidad Técnica Particular de Loja

Architect from the Universidad Técnica Particular de Loja, Master and Doctor in Architecture from the Universidad Nacional Autónoma de México. Associate lecturer in the Department of Architecture and Urbanism at the UTPL. She directs the Heritage and Lanscape research group and is a founding member of DoCoMoMo Ecuador Chapter. Her research interests are in urban and rural built heritage, historic centres, traditional building systems.

Katherine Haydeé Soto Toledo, Universidad Técnica Particular de Loja

Architect by the Universidad Técnica Particular de Loja, 2005. Master's Degree in Architecture from the National Autonomous University of Mexico, 2009. Lecturer at the Universidad Técnica Particular de Loja. Member of the research group Conservación Sustentable del Patrimonio. Founding member of the international research group Documentation and Conservation of the Modern Movement - DoCoMoMo, 2009. Modern Movement - DoCoMoMo, Ecuador chapter. Member of the University Network of Urban Studies of Ecuador - CIVITIC. Currently he is a research professor in the Department of Architecture and Urbanism UTPL, his research focuses on the line of TERRITORY AND HERITAGE: analysis of architectural, urban and landscape heritage; analysis of the territory, identifying the morphological transformation of historical centres and sites, as well as communities and towns that are preserved with high heritage value.

Franklin Guillermo Cuenca Soto, Universidad Técnica Particular de Loja

Architect by the Universidad Técnica Particular de Loja in 2000. Master in Architectural Projects from the State University of Cuenca in 2020. In the public sector: Director of Planning in the Autonomous Municipal Government of Chinchipe, Technical Prospective and Projects in the Autonomous Municipal Government of Loja, Contract Administrator in the Works Contracting Service and Appraiser of real estate in the Judicial Function of Loja. In the academic field: teacher of the following subjects: Architectural Projects, Basic Design and Architectural Drawing at the Universidad Técnica Particular de Loja and lecturer in the subjects of: Architectural Design, City, Constructions and Architectural Drawing at the International University of Ecuador.

Bryan Andrés Imaicela Toledo, Universidad Técnica Particular de Loja

Architect from the Universidad Técnica Particular de Loja, Master's Degree in Architectural Construction and Technology from the Universidad Politécnica de Madrid. In terms of academics: lecturer in the Department of Architecture and Urbanism at the UTPL in the following subjects: Construction V, Fundamentals of Materials, Graphic Expression I and II: Construction V, Fundamentals of Materials, Graphic Expression I and II. In the public sector: Project technician at the GADPRCH. In the free field: He directs the design and construction studio ARQBI. His research interests are in traditional construction systems and experimentation with new materials.

References

Alexander, H. y Medrano, P. (2015). The use of the Proyect-Based Method (PBM) in the Architecture Major. Revista Universidad y Sociedad, 7(3), 112-116. http://rus.ucf.edu.cu/

Arteaga-Marín, M., Sánchez-Rodríguez, A., Olivares-Carrillo, P. y Maurandi-López, A. (2022). Revisión sistemática y propuesta para la implementación de metodologías activas en la educación STEM. Educateconciencia, 30(36), 35-76. https://doi.org/10.58299/edu.v30i36.533 DOI: https://doi.org/10.58299/edu.v30i36.533

Batistello, P. y Cybis, A. (2019). El aprendizaje basado en competencias y metodologías activas: aplicando la gamificación. Arquitectura y Urbanismo, 15(2), 31-42. https://rau.cujae.edu.cu/index.php/revistaau/article/view/536

Becerra, J. P. y Silva Quiroz, J. (2022). Enseñanza Innovadora en la Educación Superior. InnovaT.

Consejo Superior de la Universidad Técnica de Loja (2016). Estatutos Universidad Técnica Particular de Loja. Universidad Técnica de Loja.

Del Cerro Velázquez, F. y Lozano Rivas, F. L. (2018). Study of a case of teaching STEM subjects through ecourbanism supported by advanced design tools, in the 2030 horizon of sustainable development goals (SDGs). RED: Revista de Educación a Distancia, 58, 12. http://dx.doi.org/10.6018/red/58/12 DOI: https://doi.org/10.6018/red/58/12

Fernández Rodríguez, J. F. (2022). Modelos virtuales para el diseño de proyectos de Ingeniería. El uso de metodología BIM como recurso de aprendizaje. En A. Martínez García, M.nSouto Rico y R. Guede Cid (Coords.) Nuevos enfoques en innovación educativa y transferencia de conocimiento. Aplicación en ingenierías y enseñanza STEM (pp. 498–514). Dykinson.

Galiana Agulló, M., Climent Mondéjar, M. J., Rosa Roca, N., González Ponce, E. y Carazo Díaz, C. (2022). Aprendizaje Basado en Problemas + Aprendizaje Colaborativo en la enseñanza de Arquitectura y Edificación. Revista de Innovación y Buenas Prácticas Docentes, 11(1), 108-127. https://doi.org/10.21071/ripadoc.v11i1.14060 DOI: https://doi.org/10.21071/ripadoc.v11i1.14060

Iborra Lucas, M. y Gandía Romero, J. M. (2014). Metodologías para la enseñanza de la Construcción en Edificación. Flip Teaching. En F. Cos-Gayón López y J. M. Gandía Romero (Eds). Edificate. I Congreso de Escuelas de Edificación y Arquitectúra Técnica de España (pp. 219-231). Editorial Universitat Politècnica de València. https://doi.org/10.4995/EDIFICATE2021.2021.13600 DOI: https://doi.org/10.4995/EDIFICATE2021.2021.13600

Jaramillo, P. (1982). Historia de Loja y su provincia: Consejo Provincial de Loja.

La Catedral de Loja. (2023). Cuarta Restauración Iglesia Catedral. Parroquia Eclesiástica de El Sagrario. https://n9.cl/otl9p

Li, Y., Wang, K., Xiao, Y. y Froyd, J. E. (2020). Research and trends in STEM education: a systematic review of journal publications. International Journal of STEM Education, 7, 1-16. https://doi.org/10.1186/s40594-020-00207-6 DOI: https://doi.org/10.1186/s40594-020-00207-6

Lobovikov-Katz, A. (2019). Methodology for Spatial Visual Literacy (MSVL) in Heritage Education: Application to Teacher Training and Interdisciplinary Perspectives. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(1), 41-55. https://doi.org/http://dx.doi.org/10.6018/reifop.22.1.358671 DOI: https://doi.org/10.6018/reifop.22.1.358671

López Mateu, V. (2016). Maquetas y modelos virtuales en el análisis constructivo básico de los edificios. En V. Botti Navarro y M. Á. Fernández Prada (Eds.) In-Red 2016. II Congreso nacional de innovación educativa y docencia en red (pp. 881-895). Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2016.2016.4317 DOI: https://doi.org/10.4995/INRED2016.2016.4317

López-Gamboa, M., Córdoda, C. y Soto, J. (2020). Educación STEM/STEAM: Modelos de implementación, estrategias didácticas y ambientes de aprendizaje que potencian las habilidades para el siglo XXI. Latin American Journal of Science Education, 7, 1-16. http://www.lajse.org/may20/2020_12002.pdf

Mesa, J. E. R., Perico, J. Y. M., Suan, B. G., Murillo, P. G., Ortega, J. A. F. y Torres, C. M. (2023). Progress of the linkage of the STEM and STEAM models in the Spanish, American and Colombian educational system. A systematic review of literature. Revista Espanola de Educacion Comparada, 42, 318–336. https://doi.org/10.5944/reec.42.2023.31385 DOI: https://doi.org/10.5944/reec.42.2023.31385

Monteros, K. (2015). Órdenes religiosas en la ciudad de Loja. In Loja, Su Patrimonio Arquitectónico, (pp. 59–85). Universidad Técnica Particular de Loja.

Robert Aguirre-Villalobos, E. Guzmán, C. y González L. (2023). Metodología Design Thinking en la enseñanza universitaria para el desarrollo y logros de aprendizaje en arquitectura. Revista de Ciencias Sociales (RCS), 29(2), 509-525. https://dialnet.unirioja.es/servlet/articulo?codigo=8920567

Ruiz-Jaramillo, J., Alba-Dorado, M. I., Cimadomo, G., Jiménez-Morales, E. y Joyanes-Díaz, M. D. (2016). TIC+ABP: dos instrumentos para la innovación docente en Arquitectura. En D. García Escudero, B. Bardí Milà y D. Calabuig (Eds.). IV Jornadas sobre Innovación Docente en Arquitectura (JIDA'16), libro de actas (pp. 387-396). Universitat Politècnica de València y Universitat Politècnica de Catalunya. https://doi.org/10.5821/jida.2016.5126 DOI: https://doi.org/10.5821/jida.2016.5126

Sánchez, L., Sánchez, M. del C., Gallejo, J. y Olivieri, F. (2020). Building 360°: un enfoque para la enseñanza de la construcción. En D. García Escudero y B. Bardí Milà (Eds.). VIII Jornadas sobre Innovación Docente en Arquitectura (JIDA'20), libro de actas (pp. 162-174). UMA Editorial. https://doi.org/10.5821/jida.2016.5126 DOI: https://doi.org/10.5821/jida.2020.9333

Santillán, J., Jaramillo, E., Santos, R. y Cadena, V. (2020). STEAM como metodología activa de aprendizaje en la educación superior. Polo de Conocimiento, 5(8), 467-492. https://doi.org/10.23857/pc.v5i8.1599

Soto, K., Monteros, K. y Moncayo, A. (2024). Diseño participativo del hábitat en comunidades vulnerables, experiencias desde la academia. Arquitectonics: Mind, Land & Society, 35, 105-123. http://hdl.handle.net/2117/407919

Valarezo García, R. (2021). Loja de ayer (1950-2000): visión retrospectiva de su convivir y desarrollo. Editorial Cosmos.

Downloads

Published

2024-09-16

How to Cite

Monteros Cueva, K., Soto Toledo, K. H., Cuenca Soto, F. G., & Imaicela Toledo, B. A. (2024). Learning traditional construction systems in the architecture degree with the STEM methodology. European Public & Social Innovation Review, 9, 1–18. https://doi.org/10.31637/epsir-2024-697

Issue

Vol. 9 (2024)

Section

Education

License

Copyright (c) 2024 Karina Monteros Cueva, Katherine Haydeé Soto Toledo, Franklin Guillermo Cuenca Soto, Bryan Andrés Imaicela Toledo

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).