Article ID: 45127
In this study, the authors conducted and evaluated the effects of a research lesson as part of a housing design exercise in the context of architectural professional education at a technical college. The purpose was to shed light on the effectiveness of using pattern language in assessment preparation and teaching. Before the research lesson, a group of teachers drew up the pattern language and rubric for the group design exercise “Housing Design by Bioclimatic Design.” We compared the treatment group, which participated in workshops using the pattern language during their design exercise lessons, with the control group, which attended normal design exercise lessons. The treatment group and the control group were both shown the rubric beforehand and we confirmed that the treatment group scored higher both in the teachers’ assessment of the students’ work and in the students’ own self-appraisals of their “embodied skills” in their lessons, demonstrating the effectiveness of using pattern language in teaching. We also confirmed that assessments of the group work with higher understanding of the pattern language’s content and more active use of the pattern language were higher among the treatment group.
