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Developing, experimenting, and sharing critical pedagogical approaches is becoming increasingly important in architectural education, which supposedly superposes theory and practice. In this article, the authors reveal and reflect on an enriching pedagogical approach to the traditional architectural design studio. It is acknowledged that students develop comprehensive examination and internalization abilities by developing reflective thinking and self-evaluation abilities that complement each other. Based on the pioneer educational theory of John Dewey, the researchers' selected instructional interventions. Using the action research method, four additional modes conceptualized towards disciplinary literacy -reading, mapping, discussion, and peer assessment- were injected into the traditional studio process during a semester of architectural design course. The pedagogical approach is built on questioning the two basic creativity-based abilities of learners: reflective thinking and self-assessment. The fundamental questions are: How can a reading-discussion setup designed to nurture disciplinary literacy in the design studio be a factor in developing reflective thinking ability? How can the systematic peer assessment exercise be a factor in the students' self-assessment and reflective thinking skills as a learning outcome? The results argue for the effects on students' intangible skills. The model studio setup exhibited two remarkable findings, showing that (i) the reading-discussion mode is more effective in generating reflective thinking and (ii) the systematic peer review exercise is more effective in gaining self-assessment ability. The aim is to contribute to the theory of education by making the model application in the field of architectural design studio accessible and reflective for other educators.
Masatlıoğlu et al. (Tue,) studied this question.