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Keywords

Architectural Education, Design Studio, Building Performance Simulation, Revised Bloom's Taxonomy

Disciplines

Architecture | Arts and Humanities | Education | Engineering

Abstract

Despite the significant developments in adapting Bloom's taxonomy in architectural design studio in the last few years, in addition to the advancements in applying digital media in the education process, there is still no integrated framework that combines all threads together. The learning objectives of advanced design studio include pragmatic thinking through testing new hypotheses, evaluating and applying different parameters, and identifying appropriate decisions. These are only achieved once barriers between design studio and building sciences considerations are overcome by addressing the process of simulation across the domains and levels of the revised Bloom's taxonomy. The Design Studio and building sciences have traditionally been viewed as independent disciplines due to the lack of an integrated framework to connect them. This formulates a sound basis on which to explore the utilization of revised Bloom's taxonomy levels, adapted through the use of the process of digital simulation in design studio as a decision-supporting tool. This paper aims to design a path for the integrating building performance simulation through upgrading the framework of Bloom's taxonomy. To achieve this, the paper adopts qualitative exploratory approach of integrating building simulation software and its application in an Environmental design studio. The importance of the proposed framework is determined through measuring the attainment attributes. The results show that using this methodology in the design studio highlights the gaps in the learning process that students are facing in conventional architectural education.

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