Design Education in Architecture: A Psychosocial Analysis

Despite strong criticism of the design studio as a method of teaching and learning, little work has been conducted in evaluating its effectiveness and efficiency. In an attempt to instigate such investigation, this Paper highlights the need for the learning environment to be conceptualised holistically with attention paid to such influential variables as the nature of the content and task; the characteristics of the students and the teacher; and the psychosocial aspects of person-environment interaction. Particular attention is paid to the role of classroom climate studies in facilitating and assessing changes to the learning environment