TEA – Tecnologia TEA – Tecnologia nas Escolas de nas Escolas de

ArquiteturaArquitetura

The Five Structural ElementsThe Five Structural Elements How do Architectural Students How do Architectural Students

Understand Technical Concepts?Understand Technical Concepts? Phenomenography as a way to Phenomenography as a way to

Research the Understanding by Research the Understanding by Students of Technical ConceptsStudents of Technical Concepts

Five Structural ElementsFive Structural Elements

There are five elements that are There are five elements that are present in all structural mechanismspresent in all structural mechanisms

We are investigating how and what We are investigating how and what students realize as the main students realize as the main concepts of structural systemsconcepts of structural systems

We are producing a We are producing a moviemovie that that shows in a special way how these shows in a special way how these five elements work in structural five elements work in structural systemssystems

Jogo de MemóriaJogo de Memóriasobre os 5 elementos sobre os 5 elementos

estruturaisestruturaisEste material pedagógico foi desenvolvido com o intuito de facilitar inserção do aluno de arquitetura no mundo das estruturas. Este jogo é um dos elementos que compõe uma serie de procedimentos didáticos que visam facilitar a percepção dos fenômenos físicos e geométricos que envolvem os mecanismo estruturais.

Os 5 elementos Os 5 elementos estruturaisestruturais

PP cargacarga cargacarga

VV reaçõesreações reaçõesreações

L L vãovão vãovão

HH horizonthorizontaisais

horizonthorizontaisais

hh alturaaltura alturaaltura

Exemplo de combinaçãoExemplo de combinação

P carga+

ou

altura+

Criacão: Denise Ferraz - musician

Phenomenography as a way Phenomenography as a way to Research the to Research the

Understanding by Students Understanding by Students of Technical Conceptsof Technical Concepts

The meaning of The meaning of ‘methodology’‘methodology’

‘‘In educational research … ‘methodology’ is In educational research … ‘methodology’ is taken to be a discipline whose function is to taken to be a discipline whose function is to examine the underlying rationale for the examine the underlying rationale for the methods which produce valid knowledge. In methods which produce valid knowledge. In this sense, methodology aims to prescribe this sense, methodology aims to prescribe what are justifiable methods and procedures what are justifiable methods and procedures that ought to be used in the generation and that ought to be used in the generation and testing of valid knowledge.’ testing of valid knowledge.’

‘‘Knowledge is valid only if its production Knowledge is valid only if its production conforms to the methods and procedures conforms to the methods and procedures prescribed by the methodology you have prescribed by the methodology you have chosen’chosen’

(Professor Wilfred Carr)(Professor Wilfred Carr)

Roof slab collapseRoof slab collapse

‘‘TThere was a misconception in terms of here was a misconception in terms of supports definition and a misperception supports definition and a misperception of the five of the five basic structural parametersbasic structural parameters in in this structural system by the designers.’ this structural system by the designers.’ – C– Céésar Ballarottisar Ballarotti

The object of learningThe object of learning In this case, the BSP are the object of learningIn this case, the BSP are the object of learning Students must distinguish critical features of Students must distinguish critical features of

the phenomenonthe phenomenon Objective: see phenomenon in more complex Objective: see phenomenon in more complex

ways – not in terms of the designers’ ways – not in terms of the designers’ misconceptionsmisconceptions

Cannot discern without experiencing Cannot discern without experiencing VARIATIONVARIATION

Example: How do we learn what ‘tallness’ is?Example: How do we learn what ‘tallness’ is? Constitute in the classroom the necessary Constitute in the classroom the necessary

conditions to enable students to experience conditions to enable students to experience this variation (discerning critical features of this variation (discerning critical features of the BSP)the BSP)

Phenomenography?Phenomenography?

Phenomenographic research has as its Phenomenographic research has as its outcome a outcome a set of categories of set of categories of descriptiondescription that characterise the that characterise the variationvariation in the way a phenomenon may in the way a phenomenon may be experienced.be experienced.

Focus on the Focus on the students’ experiencestudents’ experience of the of the phenomenon and phenomenon and notnot the phenomenon the phenomenon itselfitself

Investigating the experience of a Investigating the experience of a phenomena through the eyes of studentsphenomena through the eyes of students

Second order vs. first order researchSecond order vs. first order research

The nature of the p’graphic The nature of the p’graphic interviewinterview

The researcher and interviewee must The researcher and interviewee must establish a establish a shared definition shared definition of the of the phenomenonphenomenon

The experiences captured by the The experiences captured by the interview are interview are jointly constitutedjointly constituted by the by the interviewer and the intervieweeinterviewer and the interviewee

The experiences are The experiences are thematisedthematised through a through a conversation between two partners about conversation between two partners about a theme of mutual interesta theme of mutual interest

The interview is of a The interview is of a semi-structuredsemi-structured nature with only a few key questions nature with only a few key questions predeterminedpredetermined

Useful resourcesUseful resources Marton, F. (1981). Phenomenography - describing conceptions of the Marton, F. (1981). Phenomenography - describing conceptions of the

world around us. world around us. Instructional Science, 10Instructional Science, 10(2), 177-200.(2), 177-200. Johansson, B., Marton, F., & Svensson, L. (1985). An approach to Johansson, B., Marton, F., & Svensson, L. (1985). An approach to

describing learning as a change between qualitatively different describing learning as a change between qualitatively different conceptions. In L. Pines & T. West (Eds.), conceptions. In L. Pines & T. West (Eds.), Cognitive structure and Cognitive structure and conceptual changeconceptual change (pp. 233-257). New York: Academic Press. (pp. 233-257). New York: Academic Press.

Marton, F. (1986). Phenomenography - A Research Approach to Marton, F. (1986). Phenomenography - A Research Approach to Investigating Different Understandings of Reality. Investigating Different Understandings of Reality. Journal of Thought, Journal of Thought, 2121, 28-49., 28-49.

Bowden, J. A., & Walsh, E. (1994). Bowden, J. A., & Walsh, E. (1994). PhenomenographyPhenomenography. Melbourne: RMIT . Melbourne: RMIT University Press.University Press.

Dall'Alba, G., & Hasselgren, B. (1996). Dall'Alba, G., & Hasselgren, B. (1996). Reflections on phenomenography Reflections on phenomenography – Toward a methodology?– Toward a methodology? (Vol. 109): University of Gothenburg. (Vol. 109): University of Gothenburg.

Marton, F., & Booth, S. (1997). Marton, F., & Booth, S. (1997). Learning and AwarenessLearning and Awareness. New Jersey: . New Jersey: Lawrence Erlbaum Associates.Lawrence Erlbaum Associates.

Higher Education Research & Development, 16Higher Education Research & Development, 16(2), 1997(2), 1997 Bowden, J. A., & Green, P. (Eds.). (2005). Bowden, J. A., & Green, P. (Eds.). (2005). Doing Developmental Doing Developmental

PhenomenographyPhenomenography. Melbourne: RMIT University Press.. Melbourne: RMIT University Press. Marton, F., & Tsui, A. (2004). Marton, F., & Tsui, A. (2004). Classroom discourse and the space of Classroom discourse and the space of

learninglearning. Mahwah, N.J.: L. Erlbaum Associates.. Mahwah, N.J.: L. Erlbaum Associates.

Concluding remarksConcluding remarks Phenomenography as a research approachPhenomenography as a research approach

The importance of non-dualism in The importance of non-dualism in phenomenographyphenomenography

The outcome of a phenomenographic analysisThe outcome of a phenomenographic analysis Bringing structure and meaning to an experienceBringing structure and meaning to an experience The structure of awarenessThe structure of awareness

Issues of data collectionIssues of data collection The nature of the phenomenographic interviewThe nature of the phenomenographic interview Characteristics of the sampleCharacteristics of the sample

Phenomenographic data analysisPhenomenographic data analysis From interview to transcriptFrom interview to transcript Fragments of conceptions?Fragments of conceptions? Constituting an outcome spaceConstituting an outcome space

Useful resourcesUseful resources