Teaching Beyond the Curriculum

Abstract

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Challenge-Based Learning (CBL) is an educational approach involving the resolution of real challenges as part of the learning process. Simultaneously, STEAM thinking and practices have been used to address complex challenges as well as nurturing techniques such as data visualization. Several authors (e.g., Johnson & Brown, 2011, Nichols et al., 2016, Leijon et al., 2021) mention the effective learning structure provided by the CBL use in higher education. Additionally, Rosado & Ribeiro (2022) showed how the implementation of the STEAM approach encourages creativity, critical thinking, information management, information use for decision-making, the importance of interdisciplinary approaches in those decision-making, and collaboration among architecture students. Therefore, this article aims to reflect on the combination of the two CBL-STEAM learning/teaching approaches, providing practical examples of essential tools given to architecture students for the practice of their professional activity on a “learning by doing” basis developing essential skills. One of the tools is being able to analyze the intervention location, its needs and improvements, in terms of services provided and livable spaces. Collecting data and planning it is essential for the prior analysis, so that when conclusions are drawn, they truly contribute to the main decisions taken in the architecture design. For example, considering a new sustainable residential building design, the aim would be to maximize the building’s energy efficiency, taking into account factors such as thermal insulation, solar light direction, use of eco-friendly materials and ventilation systems. The impact of each variable on the building’s energy consumption should be analyzed. Based on the results all decisions will be better informed, socially and environmentally responsible as it considers all the factors that interfere with the architecture design.