This thesis is concerned with some educational methods for teaching
structural engineering to architectural students. After citing evidence
for and against, the thesis argued that structural knowledge is essential
as one of the generators in architectural design. A review of literature
indicated that there is little unanimity about the content of the
structural curriculum and a discussion followed on the structural knowledge
and skills necessary from the architect for fruitful collaboration with
the structural consultant. This part concluded with a list of general
objectives for teaching structures to architects.
As architectural design is closely concerned with creativity, this
was examined in terms of architectural creativity and of teaching methods
for structures. Modes of thinking as logic, association and bisociation
of ideas and gestalt, in addition to the pyschological approach were discussed for relevancy in this context. A brief schema of the architects'
process of creativity was produced. From that examination there emerges
those qualities which are required for selecting and developing
architectural /structural systems or relevant elements. A distinction
was made between the serviceable product and the communication of
feelings, perception and knowledge and the teaching methods reflect the
difference found in the classification.
Some teaching methods specific to structures were discussed, tested
and developed for the efficiency in promoting those qualities found
necessary for architectural /structural creativity. Programmed Learning
was then tested and dicussed in terms of acquiring and transferring
knowledge, attitude of the student, and the role of the teacher.
Possible formats were suggested and tested including a comparison
between using mathematics and not using mathematics to explain statically