Cognitive apprenticeship in architecture education: using a scaffolding tool to support conceptual design
Modeled on the master-apprenticeship relationship, student designers gain access to implicit design knowledge mainly through the conversations with their tutors during studio projects. However, intimate design studio tutelage is being challenged by increasing student to staff ratios. If leveraged ef...
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| Format: | Dissertation |
| Language: | English |
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University of Cape Town
2017
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| Online Access: | http://hdl.handle.net/11427/23456 |