Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/11147/7148
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Article Citation - Scopus: 6A Field Study on Adaptive Thermal Comfort in a Naturally Ventilated Design Studio Class in the Post-Pandemic Period(Universiti Putra Malaysia Press, 2022) Pekdoğan, Tuğçe; Avcı, Ali BerkayDesign studios are where design students spend most of their time learning theory and practices. For this reason, thermal comfort conditions in studios are crucial to provide a suitable environment for education. Especially in the post-pandemic period, thermal comfort conditions have become more critical in educational buildings. The present study focuses on the adaptive thermal comfort condition in an architectural design studio in the Mediterranean climate of Izmir/Turkey. The study aims to evaluate the comfort conditions of the students and determine the effect of mask use on thermal sensation in the post-pandemic period. For this purpose, air temperature, relative humidity, and air velocity measurements were collected during the studio hours in the spring semester when the heating and cooling systems were not working. Additionally, a thermal sensation survey was conducted with 42 students. The results showed that the thermal comfort level was within the 90% acceptability limits according to the ASHRAE Standard-55. According to the survey results, the use of masks by the students did not have a significant effect on thermal perception. © 2022, Alam Cipta. All Rights Reserved.Article Citation - WoS: 25Citation - Scopus: 28How To Learn To Be Creative in Design: Architecture Students' Perceptions of Design, Design Process, Design Learning, and Their Transformations Throughout Their Education(Elsevier, 2021) Taneri, Batuhan; Doğan, FehmiThe study explores students? perceptions of experiential learning, design and design process, and design education, and whether these perceptions vary according to school year students are in based on qualitative and quantitative data collected from two architectural schools. We inquire into how creativity and design could be learned through repeated design tasks without structured instructions about the creative design process. The explorative study employs surveys and semistructured focus group interviews. The results indicate problem-solving view of design is the most common characterization, students think design is not a straightforward problem solving and is most related to art and creativity. Finally, students report school has a limited impact on how they learn designing. We conclude experiential learning in the studio create shortcomings if not accompanied with a critical and reflective stance and that undertaking design tasks one after the other without explicit reflection on these tasks is an inefficient strategy in learning about the creative design process.Article Citation - WoS: 19Citation - Scopus: 17Problematization of Assessment in the Architectural Design Education: First Year as a Case Study(Elsevier Ltd., 2009) Çıkış, Şeniz; Çil, ElaThis 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.