The current trend of teaching-learning pedagogies at higher education, especially in architecture and interior design program focuses on developing student’s analytical-thinking skill. These skills allow students to think critically, apply their reasoning-power to identify the correct design-solution. But unfortunately, the learning attributes of group of students of Interior Design program were towards the basic cognitive-level of memorizing. They were passive-learners and could hardly respond to questions which require higher cognitive-level of analyzing. To overcome this situation, a classroom-participatory action-research was conducted with the aim to find out different ways to develop student’s analytical thinking skills. All together 65 students participated in this action-research. They were the students of 300 level of Interior design Program at University of Bahrain. The research was conducted through three cycles; pre-cycle, cycle-01 and cycle-02 and continued for a period of three months. In pre-cycle, the research highlighted the exiting teaching-learning condition and to find out the need to introspect new teaching strategies. In the next two cycles the learning-theory of ‘learning-by-doing’ of constructivism-theory were implemented. All the primary data of this action-research were collected through results of class tests, focus group interview and questionnaire survey, whereas, the secondary data were collected from literature reviews. The research concluded that, introspecting new learning-theory of constructivism could transform students from passive to active-learner and could successfully change their approaches towards learning. This teaching learning strategies also impacted deeply on developing student’s analytical-thinking-skills. Finally, the research recommended to implement teaching-learning theory of constructivism across all higher-education program at local and international-level.
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