Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection

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

Browse

Filters

2010 - 20133

Settings

Institution Author: search.filters.institutionAuthor.Doğan, FehmiScopus Q: search.filters.scopusQuartile.Q1

Search Results

Now showing 1 - 3 of 3
  • Article
    Citation - WoS: 96
    Citation - Scopus: 112
    Cognitive Strategies of Analogical Reasoning in Design: Differences Between Expert and Novice Designers
    (Elsevier Ltd., 2013) Özkan, Özgü; Doğan, Fehmi
    This study investigates differences in analogical reasoning among first, second, and fourth year students and expert architects. Participants took part in an experiment consisting of four tasks: rating source examples, selecting a source domain, explaining their selection, and designing a bus stop. The results indicate significant differences among participants with respect to their soundness ratings. The results also show significant relation between level of expertise and participants' selection of source categories, the stated reasons for their selection, and the type of similarity they established between source and target. We conclude that experts preferred ‘mental hops’ while first year students preferred ‘mental leaps.’ Second and fourth year students preferred neither ‘mental leaps’ nor ‘mental hops’ but to literally copy the sources.
  • Article
    Citation - WoS: 14
    Citation - Scopus: 24
    Generic Abstraction in Design Creativity: the Case of Staatsgalerie by James Stirling
    (Elsevier Ltd., 2010) Doğan, Fehmi; Nersessian, Nancy J.
    This study examines the role of generic abstraction in architectural design, specifically how it facilitates exploration through formulation of a family of design schemes. We maintain that exploration in design, as it is in scientific discovery, is not solely based on serendipity, but that designers often strategically structure their explorations. We single out three instances of structuring through 'generic abstraction' in the case study of Staatsgalerie by Stirling. We hypothesize that generic abstractions help designers to mentally simulate different spatial components which lead to the generation of a novel design conceptualization. In the case at hand, the abstraction processes were sustained within a distributed cognitive system that consisted of one senior and two junior designers together with external representations in the form of sketches and diagrams. © 2010 Elsevier Ltd.
  • Article
    Citation - WoS: 12
    Citation - Scopus: 12
    Fifth-, Sixth-, and Seventh- Grade Students' Use of Non-Classroom Spaces During Recess: the Case of Three Private Schools in Izmir, Turkey
    (Academic Press Inc., 2010) Kasalı, Altuğ; Doğan, Fehmi
    This study investigates fifth, sixth, and seventh grade students' place preferences between indoor and outdoor non-classroom spaces during recess and their activity patterns in these spaces in three private elementary schools. The study explores whether differences in the variety and organization of the spaces of school facilities have an impact on the place preferences of students and whether students are aware of the reasons for their preferences. Students' place preferences and their activities were determined with field observations and a 30-item questionnaire with Yes/No and open-ended questions. A total of 173 students (n = 51 School 1; n = 70 School 2; and n = 52 School 3) participated in the questionnaire. The Chi-Square test, a non-parametric statistical analysis test, was used to analyze the students' answers to the questionnaire. The results indicate that students prefer places which offer variety and which are large enough to avoid congestion and that, in general, students are aware of the spatial features of their environments and make choices accordingly. When students are given a choice of outdoors or indoors, they tend to choose according to which is more conducive to their activities. If both outdoor and indoor spaces are conducive, students tend to use both. If neither is conducive to their activities, students either alter their behavior patterns, for example, developing a preference for stationary activities or staying inside the classroom, or they convert available spaces to accommodate their activities. It is concluded that students are good sources of information in the design and planning of the environments they occupy. © 2010 Elsevier Ltd.