The Effectiveness of a Stained Glass Material Learning Program Applying the Cognitive Apprenticeship Model

This study explores the application of cognitive apprenticeship theory in a stained glass workshop for interior architecture students, examining how experiential learning impacts material understanding and design thinking. The research aims to analyze how hands-on engagement with glass materials enhances students’ comprehension of material properties and their ability to integrate this knowledge into spatial design. A two-day workshop was conducted with 12 undergraduate students, 3 faculty members, and 2 graduate instructors, who participated voluntarily and provided survey responses and reflection reports. The workshop was structured around the six key elements of cognitive apprenticeship (modeling, coaching, scaffolding, articulation, reflection, and exploration), and qualitative data were analyzed through thematic coding. Findings indicate that direct interaction with glass materials deepened conceptual understanding, broadened design approaches, and fostered iterative problem-solving. Participants reported a shift from traditional perceptions of stained glass toward more innovative and contemporary applications, demonstrating the impact of material-based learning on spatial awareness, creativity, and material literacy. This study contributes to the development of pedagogical strategies in material education, emphasizing the importance of hands-on, experiential learning in architectural design curricula.