Introduction:
The paper presents the outcomes of an experimental educational activity proposed to first-year students in the Bachelor of Architecture programme within the Culture and Fundamentals of Architectural Technology course at Politecnico di Torino.
The course intends to provide students with theories, methods and tools for understanding and learning how a building is made. In this context, hands-on modelmaking of technological details fits in as a strategy to improve learning about a complex system, such as the building, and to develop soft-skills and critical thinking skills.
The activity involved the construction of three-dimensional models of architectural details, serving a dual purpose. Firstly, the aim was to actively engage the students in a hands-on activity enhance their understanding of complex architectural solutions (learning). Secondly, students were expected to present their work effectively, demonstrating and communicating their learning with their peers (teaching).

Methodology:
Students were assigned the following tasks:
- identifying a technical element of the building;
- exploring 'zero-cost', visually and tactilely congruent materials, with the aim of creating a scaled model of the selected element;
- developing a three-dimensional model on a proportional scale highlighting materials and components.
Through this process, the 3D architectural detail model serves not only as a maquette but also as a learning tool, fostering a deeper exploration and understanding of materials and technologies.
This process of modelmaking allows students to understand the functional roles of the different building components. Furthermore, the choice of using waste or recycled materials has brought the students closer to sustainability and circular economy issues.
The models developed by the students were collected, catalogued and displayed in an exhibition with the aim of using them as teaching tools.
The catalogue and the exhibition represented both a collective and public give-back for the student authors of the models, and an opportunity to introduce the activity to future students of the course.

Results ad conclusions:
The catalogue and the exhibition are annually expanded with new models and holds an educational and training value for students.
The presentation of the models in the form of an open-access catalogue and the exhibition open to all is an instrument of dissemination inclusive, accessible and shareable.
Additionally, the exhibition is an opportunity for teachers to exchange teaching methods and pedagogical strategies. The exhibition becomes an educational space where lectures are held to explain technological details through an immediately comprehensible visual and tactile three-dimensional representation.
Overall, this is a methodology that can be replicated in other contexts, not only in architecture schools and not only in higher education, because it is able to combine learning, practical approach and even a little creativity.

Keywords: Hands-on approach, technical element models, experimental educational activities.