Initial conditions for physics and mathematics education in architecture

Abstract

We compare the expectations in skills development and in physics and mathematics education of first year undergraduates in architecture, as described in the syllabus, with the results of education research, we analyze the attitudes and the models of learning that students develop spontaneously. From the contrast between the desired objectives and the mental model that students have about what learning physics and mathematics entails, we suggest a redesign of the teaching and learning process which includes subject matters and teaching methodologies.

skills; education research; physics; mathematics; architecture; learning