Playing with LEGO-bricks as an innovative pedagogical tool at preuniversity and university levels for teaching urbanism

• Inmaculada Mohino ^[1] ; Eloy Solís ^[2] ; José María Coronado ^[2]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
  2. [2] Universidad de Castilla-La Mancha

     Universidad de Castilla-La Mancha

     Ciudad Real, España

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 701-727
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The inherent complexity and the deep transformations underwent by contemporary cities and territories require a new urban culture. This requires a new strategic alliance between educational system, pedagogy (teaching and learning methods) and urban practice. In this context, we suggest the use of LEGO-bricks as a powerful tool: (1) to make easier the understanding and comprehension of the physical/spatial characteristics of the built environment and its planning and design; (2) to introduce and adapt, implemented together with a problem-based learning methodology, the teaching of urbanism not only at universities (as it has been traditionally done) but also at other pre-university education levels (primary or secondary education). By introducing this innovative pedagogical methodology by using LEGO-bricks in two cases studies –workshops at secondary (High-School) and tertiary (School of Architecture) education levels, we conclude that LEGO-bricks is an appropriate pedagogical tool at (pre)university levels for introducing urbanism and changing the perspective of educational system but also for facilitating the understanding of urban issues at different education levels.