Building Design Thinking Through Experience:Systematization of a Didactic Sequence for IntroductoryArchitectural Design Teaching
DOI:
https://doi.org/10.53591/hxg2ez42Keywords:
design thinking, architectural education, design pedagogy, experiential learning, architectural designAbstract
Introductory architectural design education requires teaching strategies that foster the development of design thinking from the earliest stages of architectural training. This study systematizes a didactic sequence implemented with first-semester Architecture students through three progressive stages: observation (Three Perspectives), interpretation (Folds), and experimentation (Chalk Laboratory). The research is based on the systematization of teaching experience and adopts a qualitative approach, using students’ physical models, photographic records, and oral presentations of their work as the primary sources of analysis. The findings reveal progression from descriptive representations to well-founded volumetric compositions. The proposed methodological sequence constitutes a transferable pedagogical strategy for developing design thinking in the early stages of architectural education.
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