A Comparative Pedagogical Approach in Vernacular Architecture:Theoretical Method vs. PBL method

The paper examines the comparative pedagogical approaches and corresponding learning outcomes in the course Vernacular Architecture in the undergraduate program of Architecture at REVA University, Bengaluru, India. The first adopts the conventional theoretical approach where instructional principles of the course are delivered through direct method, while evaluation is done through a semester end written examination. The second approach adopts Project based learning (PBL) where the course content is delivered through experiential and collaborative learning through a social environment, done by means of a Vernacular documentation study with direct applicability in the corresponding Design Studio.

Vernacular architecture is based on local needs, availability of materials and reflects local traditions. It is an architecture that is indigenous to a specific time and place and showcases the best examples of Climate responsive architecture. Sustainability is defined as avoidance of the depletion of natural resources in order to maintain an ecological balance. In Architecture, we can interpret sustainability as building with materials that are local, with minimal energy consumption yet offering thermal comfort, while serving the lifecycle pertaining to the need.

Surveys were conducted post completion of the course to understand learning outcomes and student satisfaction in both methods. The outcomes from the study suggests that Sustainability in Architecture is well comprehended and results in enhanced learning through the PBL method as it delivers the important link between 'theory' and 'praxis'.