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Descripción
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| In Spain, teaching of urban planning techniques has traditionally been linked to Schools of Architecture; and to a lesser extent, to Civil Engineering Schools. For this reason, Urban Planning is a compulsory subject in the Degree of Architecture with the aim of providing future architects with a basic knowledge of the tools required for the regulation of urban space and territory. Methodologies based on problem-based learning (PBL) seem, at first glance, a very powerful tool for urban planning teaching. However, its implementation in Urban Planning teaching has not been as successful as in other teachings. Nevertheless, extensive experience in Urban Planning teaching in our schools has awolled to develop an efficient and combined methodology of traditional teaching with apprenticeship workshop that shares certain characteristics with the PBL. This article analyzes both methodologies to make a comparison between them, pointing out the advantages and limitations of these approaches. PBL seems to offer undoubted advantages in the medium and long term, but with high requirements of personnel and material means. Against this, the high effectiveness of the apprenticeship workshops in limited contexts of economic resources and personnel is an indisputable advantage. In addition, technical and regulatory complexity of urban planning requires the student to acquire an important prior knowledge in a short period of time which makes it essential to accompany the workshop with a strong theoretical support. For the comparative analysis between both methodologies, two different programs, used in Urban Planning are analyzed. One of the modules analyzed has been taught since 2010, year in which the new program of Architecture Degree was implemented. In this module, a methodology that combines theoretical sessions with a workshop has been applying. The second module analyzed is the one implemented during the 2017-2018 academic year for the same subject but applying a PBL methodology. Based on a qualitative analysis, both courses are evaluated with the objective of determining the limitations and potential of the implementation of the PBL methodology. The results obtained allow us to conclude that a flexible design of PBL course has allowed adapting the module to previous important limitations. The implementation of pure PBL would require a complete adaptation of the curriculum and the entire teaching model. However, the "hybrid modules" based on PBL offer undoubted advantages and an interesting balance between resource efficiency and quality of teaching. | |
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Internacional
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Si |
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Nombre congreso
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PBL FOR SUSTAINABLE CITIES. FINAL CONFERENCE PROJECT CITYLAB: ENGAGING STUDENTS WITH SUSTAINABLE CITIES IN LATIN-AMERICA. BOGOTÁ 19-21 SEPTIEMBRE 2018 |
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Tipo de participación
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960 |
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Lugar del congreso
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Bogotá (Colombia) |
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Revisores
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Si |
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ISBN o ISSN
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978-88-85745-13-1 |
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DOI
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Fecha inicio congreso
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19/09/2018 |
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Fecha fin congreso
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21/09/2018 |
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Desde la página
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51 |
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Hasta la página
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54 |
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Título de las actas
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PBL for Sustainable Cities Results of the CITYLAB LA project Engaging students with sustainable cities in Latin-America |