Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/11147/7148
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Book Part An Inquiry Into the Relationships Among Design Learning, Metacognitive Awareness, and Academic Goal Orientation(Design Research Society, 2024) Yazici, G.; Doǧan, F.This study examines the relationship between students' metacognitive awareness, academic goal orientations, and design course grades as a design learning criterion in design education and proposes improvements for future design education. Based on the view that metacognitive awareness and academic goal orientations are important in student's academic success, this study investigates whether there is a difference among students with different metacognitive awareness levels concerning their academic goal orientations and design course grades. The study was carried out with 84 undergraduate architecture students. Students were divided into two groups: students with high and low metacognitive awareness levels using the non-hierarchical cluster analysis method. Metacognitive Awareness Inventory and Academic Goal Orientation Questionnaire were used in the study. The results indicate that there is a statistically significant difference between the two groups, and it is a large effect size. Additionally, relationships between goal orientation, grades, and metacognitive awareness were determined. © 2024, Design Research Society. All rights reserved.Article Fab Lab Toys From a Second-Grade Industrial Design Studio: Expanding the Boundaries of Toy Design(Common Ground Research Networks, 2024) Talu,N.; Yurt,C.; Çolak,C.This study delves into the seven-week toy design process within a second-grade industrial design undergraduate studio. The foundation of this studio lies in a creative design brief that centers on a closely interconnected triad of concepts: opportunity, challenge, and expectation. The Fab Lab environment serves as an ideal platform and opportunity for generating toy designs within the realm of design education. The intention is to challenge the conventional landscape of mass-produced toys and prevalent toy categories in consumer culture through Fab Lab–produced toys. The expectation is to design toys that transcend these established categories, catering more effectively to the unstructured playtime of children aged 3 to 6. This process aspires to harness contemporary technologies like 3D printing in design education to equip students with skills not only for tackling novel and present challenges but also for addressing critical contexts. The symbiotic relationship between the design education process and experiential prototyping elevates students’ understanding of real-world implications and nurtures their creativity within the design journey. The culmination of this process yields multi-category toy designs poised to enrich the free play experiences of children aged 3 to 6. © 2024 Common Ground Research Networks. All rights reserved.