During the Building Systems and Structures I course, within the first years of the Architecture program (PUCE-FHIC), the students are introduced to a constructive logic, where they learn how to coherently relate the architectural intentions of a project with construction decisions. However, a persistent disconnection between disciplines, particularly when learning about construction systems and structural concepts, was identified. Due to this, a new curricular design was implemented to foster an integrative thinking and strengthen the essential connections across disciplines between architecture and engineering. Within the new curriculum, interdisciplinary team teaching is adopted, in which an architect and a civil engineer jointly conduct the sessions, engaging with students together in a shared classroom. Through a perspective of neuroscience education, this paper analyzes the methodology and the exercises developed during Construction Systems and Structures I course. Some of the neuroscience pedagogic principles will evaluate the course: real-life experiences, kinesthetic learning, intrinsic motivation, and emotions. The authors then critically review if the methodology and activities developed are suitable and encouraging for addressing an integrative and more connected learning.
Rodriguez et al. (Sun,) studied this question.