WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/11147/7150
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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, 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 A Cross-Domain Systematic Review on Guest Speakers in Higher Education: Reconsidering the Role of "outsiders" in Architecture Education(Yildiz Technical Univ, Fac Architecture, 2024) Kasali, Altug; Akış, Tonguç; Abdel-aziz, DaniaGuest speaker events, as a form of instructional strategy in higher education settings, has long been recognized as a valid pedagogical method, whereas the factors that either promote or hinder the efficacy of this strategy in architecture education has not been extensively investigated. Accordingly, this paper presents a cross-domain literature review on the topic. The findings of the review have led to a discussion on guest speakers in design studios as an effective manifestation of inquiry-based learning (IBL). By searching 8 databases using the PICO framework, a systematic literature review was conducted to an in-depth examination of 35 articles across 25 domains in higher education, followed by a thematic analysis considering Braun and Clarke’s approach. The interpretive analysis yielded six themes: (1) bridging academia and practice, (2) speaker selection, (3) event planning, (4) content and format, (5) interaction mode, and (6) students’ preferences. While incorporating guest speakers can enhance student engagement, critical thinking, and networking, successful implementation hinges on addressing several factors such as the role of instructors’ guidance and tailoring topics and guest speakers’ selection with students' levels. Students' engagement with guest speakers in exploring content, issues, real-world perspectives and questions aligns with experiential learning and IBL principles. The study underscores the need for additional research in architecture education to understand students’ and instructors’ perceptions, concerning the role of guest speakers particularly on issues like contributions to learning, influence on design approaches and the implications for developing collaborative pedagogical practices.