Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection

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

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Author: search.filters.author.Dogan, FehmiWoS Q: search.filters.wosQuartile.Q1

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  • Article
    Reflection on Designing: Metacognitive Interventions to Enhance Metacognitive Awareness, Motivation, and Performance in Design Learning
    (Springer, 2025) Yazici, Gizem; Dogan, Fehmi
    Design 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: 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.