Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/11147/7148
Browse
5 results
Search Results
Article Reflection on Designing: Metacognitive Interventions to Enhance Metacognitive Awareness, Motivation, and Performance in Design Learning(Springer, 2025) Yazici, Gizem; Dogan, FehmiDesign education involves ill-defined problem-solving that demands both creativity and self-regulation. While metacognitive awareness significantly enhances learning outcomes and motivation, there is limited empirical evidence on how to systematically foster this skill in design studios. This study aims to investigate whether metacognitive interventions increase architecture students' metacognitive awareness levels, academic goal orientations, and design course success. In a quasi-experimental design, 84 third-year architecture students were divided into experimental (n = 58) and control (n = 26) groups. Pre-post-test data were collected using the MAI and AGOQ scales. Three structured interventions were implemented in the experimental group over six weeks. In the students who received the interventions, significant increases were observed in metacognitive awareness, mastery-performance goal orientation, and design course grades. In students with high awareness, mastery orientation, metacognitive awareness, and design course grades increased significantly, while in students with low awareness, metacognitive awareness and performance orientation increased. Pretest MAI and AGOQ scores accounted for 72.8% of the variance in grades, with MAI showing the strongest positive influence. Learning and proving orientations were moderately and positively correlated to grades, while avoidance orientation showed a moderate negative correlation. Metacognitive interventions enhance learning outcomes in design education by supporting metacognition and motivation.Article Citation - WoS: 2Citation - Scopus: 2Charting the Landscape of Design Cognition: Bridging the Gap Between Design Cognition and Cognitive Science(Taylor & Francis Ltd, 2025) Ata, F. Zeynep; Dogan, FehmiThis 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: 3Citation - Scopus: 3Fostering Metacognition in the Design Studio: the Effect of Minimal Interventions on Architectural Students' Metacognitive Awareness(Elsevier Sci Ltd, 2024) Yazici, Gizem; Dogan, FehmiThis 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.Article Citation - WoS: 1Citation - Scopus: 1Socio-Economic and Development Disparities Over the Long-Run: Exploring Spatial Heterogeneities in the Case of Turkey(Hungarian Central Statistical Office, 2024) Duran, Hasan Engin; Cifci, Burcu Degerli; Karabakan, Berfin; Dogan, FehmiThe aim of this paper is to explore the evolution of socioeconomic development and income disparities and convergence patterns across Turkish provinces, emphasizing the impact of spatial heterogeneities. We propose two types of contributions to the literature. First, most of the studies that apply the 13- convergence method presume a unique 13 parameter, assuming that all regions homogenously converge to the steady state at the same pace. However, we argue that relaxing this assumption by way of considering spatial heterogeneities might be more informative. Second, we provide a simple solution to a severe problem: The neoclassical model assumes a monotonic saddle path along which economic fluctuations are not considered, which might be particularly influential with regard to convergence when the time span is too short to capture long-term evolution. Many empirical studies cover only short periods, which may be easily dominated by recessions or expansions, significantly biasing the results. To overcome this problem, we look into two datasets covering long periods (1963-2017 and 1975-2021). Having applied various empirical methods, such as spatial regressions, GWR and nonparametric regressions, we obtain several results. First, at the country level, there is empirical evidence of regional convergence and decreasing development inequalities. Second, however, this convergence process is not valid in all areas. We conclude that there is nonnegligible spatial heterogeneity that should be taken into account in such analyses.Conference Object Citation - Scopus: 2Multi-Disciplinarity and Collaboration in Computational Design Teams(Ecaade-Education & Research Computer Aided Architectural Design Europe, 2022) Altintas, Livanur Erbil; Kasali, Altug; Dogan, FehmiThis 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.