Teaching topography in the architecture and urbanism course by active learning

Abstract

This article deals with a didactic experiment in the teaching of Topography for students of Architecture and Urbanism using Active Learning strategies. It´s intention is to contribute to the knowledge that can generate improvements to teaching focused on innovation. The objective of the research was to analyze the use of different teaching models, such as Project-Based Learning (PjBL), Problem-Based Learning (PBL), Inverted Classroom, Peer Learning, among others, forming a technical panorama and trends that promote. With the application of these models, we aimed to identify the balance between times and demands of actions in education to promote improvements and effective learning. The methodology adopted was the redesign of the subject with a teaching plan that ensures strategies for active learning, directed to the application and to results obtain. Observed, mapped, and analyzed during a semester, the discipline was to verify the proposal. This practice allows divulging positive aspects, improvement aspects, and suggestions for improvement actions in the teaching area, applying different modalities for active learning. It has a focus on meaningful learning in higher cognitive dimensions of concepts, technical procedures, simulation, and terrain modeling in the design concept, without prejudicing the general role of this discipline in the foundation of topography.