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Abstract Globally, architecture students engage with two primary educational methods: studio hands-on practice and conventional lecture-based classes. Balancing these divergent approaches can be challenging and may lead to disconnect between subjects taught within each method. In response, educators are experimenting with various strategies to bridge the skills demanded by both. This article delves into the integration of Mind Mapping within lecture-based courses to establish connections with the knowledge acquired through hands-on experiences. During the Fall semester of 2022, researchers implemented Mind Mapping in four Construction III courses (comprising 62 junior students) and one Construction I course (enrolling 18 sophomore students). Also, during Spring semester of 2023, researchers implemented Mind Mapping in two Place and Sustainability courses (comprising 24 junior students). This investigation assesses student performance, with a focus on the knowledge emphasized in their mind maps and its application in their examinations. Additionally, instructors conducted surveys to gather students' feedback on how Mind Mapping influenced their learning and academic achievements. The authors critically evaluate the design of this intervention and explore potential avenues for academia to develop innovative pedagogical methods that seamlessly integrate skills from both the hands-on and lecture-based pedagogies in architectural education. The article concludes by offering insights for both research and practical application.
Ignacio Guerra P. (Sun,) studied this question.