CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

PDF papers
id caadria2014_246
authors Senske, Nicholas
year 2014
title Confronting the Challenges of Computational Design Instruction
source Rethinking Comprehensive Design: Speculative Counterculture, Proceedings of the 19th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2014) / Kyoto 14-16 May 2014, pp. 821830
summary Many architects understand that learning to program can be a challenge, but assume that time and practice are the only barriers to performing well enough at it. However, research from computer science education does not support this assumption. Multinational studies of undergraduate computer science programs reveal that a significant number of students in their first and second year of fulltime instruction still have serious misconceptions about how computer programs work and an inability to design programs of their own. If computer science students have trouble learning to think and express themselves computationally, what does this say about architects' chances of learning to program well? Moreover, if common problems have been identified, can architectural educators learn anything from findings in computer science education research? In order to determine if this research is relevant to architecture, the author conducted a pilot study of architecture students consisting of program analysis and conceptual knowledge tests. The study found that student performance was poor in ways similar to those revealed in the computer science education research. Because architects face similar challenges as computer science majors, this suggests that the discipline could benefit from more investment in educational collaborations. In addition, empirical research from architecture as well as other fields must play a more substantial role in helping architects learn computational thinking and expression.
keywords Computational design education; programming; computer science education research; empirical research
series CAADRIA
full text file.pdf (173,091 bytes)
references Content-type: text/plain
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