The Structural Playground, a New Environment Where to Enjoy Learning Structural Engineering
|
|
|||||||||||
Bibliografische Angaben
| Autor(en): |
Maria Garlock
(Princeton University, Princeton, NJ, USA)
Ignacio Payá-Zaforteza
(Princeton University, Princeton, NJ, USA; ICITECH, Department of Construction Engineering, Universitat Politècnica de València, Valencia, Spain)
|
||||
|---|---|---|---|---|---|
| Medium: | Tagungsbeitrag | ||||
| Sprache(n): | Englisch | ||||
| Tagung: | IABSE Conference: Structural Engineering: Providing Solutions to Global Challenges, Geneva, Switzerland, September 2015 | ||||
| Veröffentlicht in: | IABSE Conference Geneva 2015 | ||||
|
|||||
| Seite(n): | 336-339 | ||||
| Anzahl der Seiten (im PDF): | 4 | ||||
| Jahr: | 2015 | ||||
| DOI: | 10.2749/222137815818357296 | ||||
| Abstrakt: |
In the last years we have seen how the traditional teacher-centered model of education is being replaced by a learner-centered model where both the student and the instructor share prominence. This shift has required the implementation of new teaching methodologies but, very often, has not been accompanied by changes in the physical space where the learning process takes place. In this paper, the authors introduce an experimental classroom designed to teach several structural engineering courses at Princeton University. The classroom is named “The Structural Playground” because it was conceived as a nice and playful environment inspired by the playgrounds and classrooms of nurseries schools and kindergartens. The paper describes the “Structural Playground” and summarizes the main lessons learned with it. |
||||
| Stichwörter: |
Ausbildung
|
||||