Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection

Permanent URI for this collectionhttps://hdl.handle.net/11147/7148

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Access Right: Closed AccessAuthor: search.filters.author.Dogan, Fehmi

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  • Article
    Citation - WoS: 2
    Citation - Scopus: 2
    Charting the Landscape of Design Cognition: Bridging the Gap Between Design Cognition and Cognitive Science
    (Taylor & Francis Ltd, 2025) Ata, F. Zeynep; Dogan, Fehmi
    This study examines the trajectory of cognitive studies on design processes (DesCog), charting its scientific landscape and interactions with cognitive science (CogSci). First, the study delineates the boundaries of DesCog within all published scholarly works. The analysis indicates that DesCog is a focused field with lesser impact on other fields, showing divergent bibliographic positions and connections for 'design cognition' and 'design thinking'. Second, the longitudinal evolution of DesCog is identified as gradually becoming more diverse and more connected. Third, DesCog's foundational connections to CogSci demonstrate that the relationship is spontaneous rather than following 'generalising interdisciplinarity' aims. The analysis indicates a unidirectional flow from CogSci to DesCog, with occasional reciprocal interactions. The volume and diversity of CogSci literature cited by DesCog appear narrow, and most cited publications are based on the information-processing theory of cognition. Fourth, the study identifies common themes at the intersection of two fields, demonstrating that creativity has been a focal theme for both since earlier studies. Finally, the individual impact of CogSci researchers on DesCog highlights the significance of Simon and Newell's influence. The study contributes to reflections on DesCog's knowledge production, underlining unidirectional knowledge flows from CogSci to DesCog and partial theoretical connections within the field.
  • Article
    Citation - WoS: 3
    Citation - Scopus: 3
    Fostering Metacognition in the Design Studio: the Effect of Minimal Interventions on Architectural Students' Metacognitive Awareness
    (Elsevier Sci Ltd, 2024) Yazici, Gizem; Dogan, Fehmi
    This study investigates the role of metacognitive interventions in the design studio and the relationship between metacognitive awareness and design learning through quasi-experimental research. The study was conducted at an undergraduate design studio course with the participation of 80 fourth-year students divided into experimental and control groups. In the study, minimal metacognitive interventions prompting students to reflect on their design project and design process were administered in the experimental group during an academic term embedded in the design course. The Metacognitive Awareness Inventory (MAI) was applied to both the experimental group and the control group as a pre-test and post-test to determine the impact of minimal interventions on metacognitive awareness. In addition, the relationship between metacognitive awareness and design course grade and the type and level of this relationship were analysed. According to the findings, metacognitive interventions significantly enhanced metacognitive awareness levels of students with lower metacognitive awareness. However, interventions did not result in a statistically significant difference in the design course grade. Furthermore, a moderate positive correlation was found between design course grades and pre-MAI scores, i.e., pre-MAI scores explained about 20 % of the variance in the design course grades. In conclusion, minimal interventions are beneficial at least to students with lower levels of metacognitive awareness and potentially more substantial interventions would be even more helpful to these students and other students with a higher level of metacognitive awareness.
  • Conference Object
    Citation - Scopus: 2
    Multi-Disciplinarity and Collaboration in Computational Design Teams
    (Ecaade-Education & Research Computer Aided Architectural Design Europe, 2022) Altintas, Livanur Erbil; Kasali, Altug; Dogan, Fehmi
    This study reports cases involving computational practices in architectural design to understand how a distributed cognitive system supports multidisciplinary collaboration in design teams. In particular, we look into the role of coding languages in collaborative practices within interdisciplinary design teams. By providing an analysis on the distributed nature of the design process, this research aims to explain collaboration involving team participants with different skills in representation.