Architecture / Mimarlık

Permanent URI for this collectionhttps://hdl.handle.net/11147/24

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Author: search.filters.author.Doğan, FehmiSubject: search.filters.subject.Design learning

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  • Conference Object
    Interactive Imagery and Shared Mental Models in Design Learning
    (Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019, 2021) Yazıcı, Gizem; Doğan, Fehmi
    This study explores the relationship between interactive imagery and shared mental models in a design learning environment. The study focuses on design, design learning, and the cognitive components of design. In this research, conceptual project development processes of third year architecture students, in a design studio where four instructors gave desk critiques on a rotational basis, are examined. Within the scope of the study, interviews were conducted with four students and four studio instructors. The process was analysed and interpreted based on the collected data and interviews. It is argued that interactive imagery and shared mental models, which are shaped in the studio's desk critiques, juries and panel reviews, affect the students' conceptual project development. It is possible to conclude that if there is more than one studio instructor giving desk critiques on a rotational basis, students may have both advantages and disadvantages.
  • Article
    Citation - WoS: 25
    Citation - Scopus: 28
    How To Learn To Be Creative in Design: Architecture Students' Perceptions of Design, Design Process, Design Learning, and Their Transformations Throughout Their Education
    (Elsevier, 2021) Taneri, Batuhan; Doğan, Fehmi
    The study explores students? perceptions of experiential learning, design and design process, and design education, and whether these perceptions vary according to school year students are in based on qualitative and quantitative data collected from two architectural schools. We inquire into how creativity and design could be learned through repeated design tasks without structured instructions about the creative design process. The explorative study employs surveys and semistructured focus group interviews. The results indicate problem-solving view of design is the most common characterization, students think design is not a straightforward problem solving and is most related to art and creativity. Finally, students report school has a limited impact on how they learn designing. We conclude experiential learning in the studio create shortcomings if not accompanied with a critical and reflective stance and that undertaking design tasks one after the other without explicit reflection on these tasks is an inefficient strategy in learning about the creative design process.