Integrating space syntax methods in building environmental simulations and urban studies to enhance designer's critical reflective practice.

Abstract

The aim of the study assesses how architecture students reflectively evolve their procedural (tacit) knowledge, iterate innovative design strategies and logically link simulation modeling outcomes to develop synoptic synthesis with architectural understanding. A model of Reflective Synthesis Design Cognition (RSDC) is developed that extends Donald Schön’s seeing-moving-seeing model of reflection in action with material of a design situation. Two design pedagogy approaches were developed to test the validity of the RSDC model through the prototyping of student application of simulation modeling tools commonly used in building environmental performance and urban studies. The first trial required young designers to adapt a variety of design simulation modeling approaches to discover and transform the environmental performance of their architecture studio project, with a second trial required students to investigate the urban spatial morphology surrounding their project site. The two trials integrated an unfamiliar methodology, space syntax undertaking modeling with a variety of depthmapX tools. Research methods use in this study include, content analysis of the simulation modeling outcomes in order to classify the formative application of simulation modeling to test design strategy, with an investigative on-line survey questionnaire exploring user experience and self-identification of psychometric processes. Findings highlight the need for descriptive studies examining referential reflection, qualitative assessment reflection, and summative versus synthesis constructivist knowledge formation.

Keywords: New software usability, design cognition, reflection in action

DOI: 10.54941/ahfe1005509