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, 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
    Creativity in the Design Process: Cognitive Actions and Conceptual Transformations
    (Univ Catolica Colombia, Fac Diseno, 2025) Kaya, Nazife Asli; Cikis, Seniz
    This research explores the complex relationship between creativity and cognitive processes during the design process, focusing on the mechanisms that stimulate conceptual expansion and shifts in understanding how creative insights emerge. The study involved 25 participants who employed the think-aloud protocol to tackle a specific design task. Linkographic entropies derived from verbal data collected during design sessions were employed to identify critical moves (CM) and their corresponding design decisions. The CM networks were analysed and coded using the Function-Behaviour-Structure (FBS) ontology to classify design actions. Furthermore, semantic analysis was conducted to categorise the types of design transformations as either conceptual expansions or conceptual shifts. The findings reveal that conceptual shifts are achieved solely through Synthesis, while conceptual expansions serve as the foundational elements for these shifts. Cognitive actions-specifically reformulations and evaluations-were found to facilitate conceptual expansions and contribute to conceptual shifts at various levels. The effectiveness and type of these conceptual transformations are influenced by the distance between the knowledge sets used during cognitive actions. Formulation and Analysis do not contribute to fostering conceptual transformations. The study contributes to a deeper understanding of the cognitive processes underlying design creativity, providing insights for both design education and professional practice.
  • 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.