Akademik Veri Yönetim Sistemi
Uluslararası Akademik Birikim Dergisi, cilt.8, sa.4, ss.677-690, 2025 (Hakemli Dergi)
Architectural education is inherently
multidimensional, requiring the integration of design studios and
technology-oriented courses. A persistent challenge noted in the literature is
the weak alignment between technical knowledge taught in lectures and its
application in design and practice. This study tests the hypothesis that
aligning theoretical content with structured assignments strengthens
theory–practice integration and improves course effectiveness. A case study was
conducted on two sequential building construction courses (Building
Construction I–II) delivered between 2022 and 2025 in a Department of
Architecture in Turkey. Using content analysis, course syllabi and assignments
were examined against four criteria: content relevance, integration level,
application intensity, and active engagement. The analysis shows clear
lecture–assignment synchronization and a progressive sequencing of core
technical domains. At the same time, assignment deliverables are predominantly
drawing-based, and experiential components (e.g., workshops, site visits,
digital production) are limited, constraining the depth of practical
engagement. Content coverage aligns with core technical domains but addresses
contemporary technologies and sustainability only selectively. The study’s scope—single
institution, instructor-sourced materials—frames the findings as
context-specific. Overall, results indicate that enhancing experiential
learning opportunities and enriching content with contemporary technologies and
sustainability strategies are promising directions for strengthening
theory–practice integration and pedagogical effectiveness in building
construction education.