Architectural practice is based on the integration of variables of different types. This condition can be associated with the behavior of complex systems, in which components interact with each other and, at the same time, corresponds to other supra-systems. Understanding this interrelation requires integrative thinking, while its omission leads to a fragmented thinking that prioritizes one of the conditions and variables to be developed. With this background, in the new curriculum of PUCE’s Architecture program, the Construction Technologies subjects seek the recognition of the building systems as architectural subsystems. These must respond to the form, function and meaning of a building, through the materialization of its structure, envelope, mechanical and interiors. Therefore, this paper describes a teaching-learning methodology designed to achieve an integrated understanding of the building system. The results of the students’ work are presented, and their processes are evaluated through the class rubric and the Integrative Learning VALUE (Valid Assessment Learning Undergraduate Education) Rubric, that is an open educational resource to validate the integration through students’ work. In conclusion, this analysis made it possible to identify the scope to which the students achieve an integrative learning between the components of the building system and the architectural supra-system.
Morales et al. (Sun,) studied this question.