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The design-build studio (DBS) is an emergent paradigm in architecture education. Recently, researchers have addressed the success of integrating the design-build concept into the conventional studio in the advanced years of education to improve several issues related to the design process: social, environmental, technological, …etc. However, its efficiency in terms of contribution to the learning experience has not yet been addressed. This paper examines the implementation of the DBS concept as a new teaching model to improve the problem-solving skills (PSS) of first-year students in engineering education. It also discusses the effects on learning experiences and pedagogical outcomes in both quantitative and qualitative terms. The research’s results identify the significance of applying this model as a real-simulated method-based learning experience. It can help students to improve their learning experiences and to enhance students self-confidence regarding PSS.
Elaby et al. (Thu,) studied this question.
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