Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection

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

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2009 - 20102

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Author: search.filters.author.Çıkış, ŞenizSubject: search.filters.subject.Architectural education

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  • Article
    Citation - WoS: 2
    Citation - Scopus: 4
    A Critical Evaluation of Mathematics Courses in Architectural Education and Practice
    (Springer Verlag, 2010) Çıkış, Şeniz; Çıkış, Şeniz; 02.02. Department of Architecture; 02. Faculty of Architecture; 01. Izmir Institute of Technology
    Mathematics courses are integral part of architectural education. The content and objectives of these courses were determined in the Age of Enlightenment. Although conditions have changed since then, they still exist without being subjected to a radical revision. This study aims to introduce the necessary information for upgrading the content of mathematics courses to contemporary conditions. On these grounds, the historical conditions when these courses were first considered within architectural education are classified and then the content of existing mathematics courses are examined. Finally, the effects of mathematics and mathematics courses on the epistemology of the profession are scrutinized. © 2008 Springer Science+Business Media B.V.
  • Article
    Citation - WoS: 19
    Citation - Scopus: 17
    Problematization of Assessment in the Architectural Design Education: First Year as a Case Study
    (Elsevier Ltd., 2009) Çıkış, Şeniz; Çil, Ela; Çil, Ela; Çıkış, Şeniz; 02.02. Department of Architecture; 02. Faculty of Architecture; 01. Izmir Institute of Technology
    This paper discusses the ways in which studio instructors assess students' design and performance during the basic design studios. Architecture requires a discipline-based education in which design studios have primary place in the curriculum. In design studio education the primary focus of assessment has always been the studio production (i.e. end products of the students). There is a common tendency to neglect students' experience and process of learning during assessments. Furthermore, assessment criteria of the studio instructors may not be explicitly stated.