R. Curto, Alice Barreca, C. Coscia, Diego Giuseppe Ferrando, E. Fregonara, D. Rolando
{"title":"The Active Role of Students, Teachers, and Stakeholders in Managing Economic and Cultural Value, Urban and Built Heritage","authors":"R. Curto, Alice Barreca, C. Coscia, Diego Giuseppe Ferrando, E. Fregonara, D. Rolando","doi":"10.14434/ijpbl.v15i1.29626","DOIUrl":null,"url":null,"abstract":"Innovation in architecture education is increasingly oriented towards the analysis of real problems considered in their complexity and multi-dimensionality and the active involvement of the stakeholders. The aim of this paper is to highlight how the active role of stakeholders can improve the economic and cultural value of enhancement projects developed in architecture and planning schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the atelier “Heritage Preservation and Enhancement” of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues. Innovation in architecture education is increasingly oriented towards the analysis of real problems considered in their complexity and multi-dimensionality and the active involvement of the stakeholders. The aim of this paper is to highlight how the active role of the stakeholders can improve the economic and cultural value of enhancement projects developed in Architecture and Planning Schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the Atelier \"Heritage Preservation and Enhancement\" of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":0.6000,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Interdisciplinary Journal of Problem-Based Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14434/ijpbl.v15i1.29626","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
Innovation in architecture education is increasingly oriented towards the analysis of real problems considered in their complexity and multi-dimensionality and the active involvement of the stakeholders. The aim of this paper is to highlight how the active role of stakeholders can improve the economic and cultural value of enhancement projects developed in architecture and planning schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the atelier “Heritage Preservation and Enhancement” of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues. Innovation in architecture education is increasingly oriented towards the analysis of real problems considered in their complexity and multi-dimensionality and the active involvement of the stakeholders. The aim of this paper is to highlight how the active role of the stakeholders can improve the economic and cultural value of enhancement projects developed in Architecture and Planning Schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the Atelier "Heritage Preservation and Enhancement" of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues.
期刊介绍：
The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.
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