A Method to Introduce Building Performance Simulation to Beginners
(2020) 16th IBPSA In Energies 13(8).- Abstract
- Competence in performing Building Performance Simulations (BPS) is a fundamental asset for an energy specialist. However, teaching BPS to new students can be challenging, often due to the overwhelming capabilities of the software. The consequences for students are frustration and lack of confidence using the software, dividing group work based on previous expertise and, most
importantly, the inability to predict and critically analyse results due to the superficial understanding of simulations. This paper presents and evaluates a simple method named ‘control method’ which is intended to introduce BPS in classes where students have a limited experience working with BPS, significantly dierent educational backgrounds, and where the time... (More) - Competence in performing Building Performance Simulations (BPS) is a fundamental asset for an energy specialist. However, teaching BPS to new students can be challenging, often due to the overwhelming capabilities of the software. The consequences for students are frustration and lack of confidence using the software, dividing group work based on previous expertise and, most
importantly, the inability to predict and critically analyse results due to the superficial understanding of simulations. This paper presents and evaluates a simple method named ‘control method’ which is intended to introduce BPS in classes where students have a limited experience working with BPS, significantly dierent educational backgrounds, and where the time to teach BPS in class is limited. The method is built around the Structure of Observed Learning Outcomes taxonomy. It aims to provide the students with a basic understanding of the input-output relationship between parameters, prompting the use of BPS independently during their individual study time. The application of the method is evaluated with two survey-based studies. The findings suggest that the method prompts higher level thinking in BPS and collaborative learning in groups. Further investigation is needed to verify if students’ ability to predict results is also increased. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/f661bcdd-7c93-40c9-ba70-0e65c1382c06
- author
- Gentile, Niko LU ; Kanters, Jouri LU and Davidsson, Henrik LU
- organization
- publishing date
- 2020-04-15
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- building performance simulation, bps, Energy and buildings, 3d modelling, visual programming, energy simulation, learning, teaching, SOLO taxonomy, pedagogy, Higher Education
- categories
- Higher Education
- in
- Energies
- volume
- 13
- issue
- 8
- article number
- 1941
- pages
- 15 pages
- publisher
- MDPI AG
- conference name
- 16th IBPSA
- conference location
- Rome, Italy
- conference dates
- 2019-09-02 - 2019-09-04
- external identifiers
-
- scopus:85084078512
- ISSN
- 1996-1073
- DOI
- 10.3390/en13081941
- language
- English
- LU publication?
- yes
- additional info
- The method here presented was conceived and evaluated for the Master Programme in Energy-efficient and Environmental Building Design at Lund University.
- id
- f661bcdd-7c93-40c9-ba70-0e65c1382c06
- date added to LUP
- 2020-04-15 15:13:54
- date last changed
- 2023-10-22 07:30:27
@article{f661bcdd-7c93-40c9-ba70-0e65c1382c06, abstract = {{Competence in performing Building Performance Simulations (BPS) is a fundamental asset for an energy specialist. However, teaching BPS to new students can be challenging, often due to the overwhelming capabilities of the software. The consequences for students are frustration and lack of confidence using the software, dividing group work based on previous expertise and, most<br/>importantly, the inability to predict and critically analyse results due to the superficial understanding of simulations. This paper presents and evaluates a simple method named ‘control method’ which is intended to introduce BPS in classes where students have a limited experience working with BPS, significantly dierent educational backgrounds, and where the time to teach BPS in class is limited. The method is built around the Structure of Observed Learning Outcomes taxonomy. It aims to provide the students with a basic understanding of the input-output relationship between parameters, prompting the use of BPS independently during their individual study time. The application of the method is evaluated with two survey-based studies. The findings suggest that the method prompts higher level thinking in BPS and collaborative learning in groups. Further investigation is needed to verify if students’ ability to predict results is also increased.}}, author = {{Gentile, Niko and Kanters, Jouri and Davidsson, Henrik}}, issn = {{1996-1073}}, keywords = {{building performance simulation; bps; Energy and buildings; 3d modelling; visual programming; energy simulation; learning; teaching; SOLO taxonomy; pedagogy; Higher Education}}, language = {{eng}}, month = {{04}}, number = {{8}}, publisher = {{MDPI AG}}, series = {{Energies}}, title = {{A Method to Introduce Building Performance Simulation to Beginners}}, url = {{https://lup.lub.lu.se/search/files/78415927/energies_13_01941.pdf}}, doi = {{10.3390/en13081941}}, volume = {{13}}, year = {{2020}}, }