Architecture / Mimarlık
Permanent URI for this collectionhttps://hdl.handle.net/11147/24
Browse
10 results
Search Results
Editorial How Doorknob Gets Its Meaning(Routledge, 2005) Doğan, Fehmi; Nersessian, Nancy J.Jerry Fodor’s (1998) Concepts: Where Cognitive Science Went Wrong (hereafter referred to as Concepts) and Geoffrey C. Bowker and Susan Leigh Star’s (1999) Sorting Things Out: Classification and its Consequences (hereafter referred to as Sorting) represent orthogonal views of concepts and categories stemming from two very different philosophical traditions. Fodor focuses on theories of concepts, whereas Bowker and Star discuss what categories and classification systems are. For Fodor, concepts are mental particulars that apply to things in the world (p. 23).Conference Object Citation - WoS: 1Citation - Scopus: 2Computational Design in Distributed Teamwork Using: Digital and Non-Digital Tools in Architectural Design Competitions(Education and Research in Computer Aided Architectural Design in Europe, 2019) Erbil Altıntaş, Livanur; Kasalı, Altuğ; Doğan, FehmiThis paper reports a case involving computational practices in design process with an aim to understand the role of digital and non-digital tools in the design process. Following an ethnographic approach, we aimed at understanding the nature of the interactions among team participants which are human and non-human in a distributed system. We focused on computational practices in design process and we aimed to understand the role of digital and non-digital tools in the design process. Tools have remarkable role in a distributed system in the sense of propagation of knowledge. It was observed that form exploration by digital tools may not controlled as much as sketching.Article Citation - WoS: 3Citation - Scopus: 6Use of Analogies, Metaphors, and Similes by Students and Reviewers at an Undergraduate Architectural Design Review(Cambridge University Press, 2019) Doğan, Fehmi; Taneri, Batuhan; Erbil, LivanurThis study investigates the use of similarities in the form of analogy, metaphor, and simile by students and reviewers in an undergraduate architectural design review. In contrast to studies conducted in vitro settings, this study emphasizes the importance of studying analogies, metaphors, and similes in a natural setting. All similarity relationships were coded according to their type, the level of expertise, range, frequency, goal, value judgment, and depth. The results indicate that analogies, metaphors, and similes were used spontaneously and without any difficulty by both reviewers and students. Reviewers, however, were almost twice as likely to evoke similarities. Metaphor was the most frequently used similarity relationship among the three. It was found that there was a significant relationship between the level of expertise and type of similarity, with students more likely to use analogies and less likely to use similes. It was also found that goal is the most important factor, with a significant relation to all other variables, and that embodiment is often invoked in both students' and reviewers' metaphors. We conclude that design education should take full advantage of students' natural ability to benefit from similarity relationships.Article Citation - WoS: 3Citation - Scopus: 8Way-Finding Strategies of Blind Persons in Urban Scale(John Wiley and Sons Inc., 2017) Kan Kılıç, Didem; Doğan, FehmiThe aim of this study was to determine whether urban environments with different prominent sensory inputs have an impact on the way-finding strategies of blind people and to identify these impacts, where applicable. We specifically investigated how blind people use their senses to compensate for the lack of visual information and how the priority of senses changes according to the urban context. The participants of the study consisted of nine congenitally blind individuals and the study took place in two urban settings: a dense urban district, Kemeralti district in İzmir; and an urban park, the İzmir Fair Park. During the learning phase, a first trial along the selected routes was conducted for each participant individually along with one of the researchers. In the test phase, the participants were requested to re-walk the route and verbally report the environmental cues they attended to. The participants’ verbal reports were recorded and transcripts of the recordings were coded according to the environmental sensory inputs. In addition, the short-term memory of each participant was also evaluated. The results show that the characteristics of the urban environment seem to have an impact on way-finding strategies of blind individuals. It was found that the sound of the city and the echo from the environment are the most important factors for blind participants in the dense urban environment. Environmental boundaries provided echoes and gave a sense of enclosure that helped them orient themselves, whereas, in the park environment, the sense of enclosure was not enhanced due to a lack of boundaries in the environment.Article Citation - WoS: 9Citation - Scopus: 15Configurational Meaning and Conceptual Shifts in Design(Routledge, 2015) Peponis, John; Bafna, Sonit; Dahabreh, Saleem Mokbel; Doğan, FehmiConfiguration is defined as the entailment of a set of co-present relationships embedded in a design, such that we can read a logic into the way in which the design is put together. We discuss conceptual shifts during design with particular emphasis on the designer's understanding of what kind of configuration the particular design is. The design for the Unitarian Church offers an historical example of such shifts, authorised by Kahn's own post-rationalisation of the design process. We subsequently construct a formal computational experiment where the generation, description and re-conceptualisation of designs is rendered entirely discursive. The experiment serves to clarify the nature of conceptual shifts in actual design, and the reasons why a reading of such shifts cannot be based on discursive evidence only but necessarily requires us to engage presentational forms of symbolisation as well. Our examples demonstrate how a conceptual shift within a particular design can lead to the discovery of a new potential design world. In the historical case, the conceptualisation of a new design world remains implicit and inadequately specified. But the theoretical experiment allows us to make explicit how geometrically similar configurations that arise from the application of one set of generative rules may possess systematic but entirely unanticipated perceptual properties, subsequently incorporated in new generative rules.Article Citation - WoS: 7Citation - Scopus: 11Architectural Design Students' Explorations Through Conceptual Diagrams(Taylor and Francis Ltd., 2013) Doğan, FehmiViews of creativity highlight the importance of incubation or the significance of sketching as a means of seeing emergent properties. Both views put design students at a disadvantage. This study investigates the strengths and weaknesses of an alternative approach to design education, in which students were asked to develop a design idea through conceptual diagrams. This study investigates how conceptual diagrams might help architectural students to see the relationships between concepts and space and coordinate their dual development through conceptual diagrams. The study presents the development of the ideas of 13 second-year architectural students. Students' logbooks, together with their midterm and final review presentations, were studied to determine whether students drew any conceptual diagrams, whether they were instrumental in spatial organization, and how they introduced changes during the design process. The findings showed that this particular design education approach helped students start the design process and stay focused throughout the design process.Article Citation - WoS: 96Citation - Scopus: 112Cognitive Strategies of Analogical Reasoning in Design: Differences Between Expert and Novice Designers(Elsevier Ltd., 2013) Özkan, Özgü; Doğan, FehmiThis 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: 5Citation - Scopus: 10Conceptual Diagrams in Creative Architectural Practice: the Case of Daniel Libeskind's Jewish Museum(Cambridge University Press, 2012) Doğan, Fehmi; Nersessian, Nancy J.The Jewish Museum in Berlin is the first major building of Daniel Libeskind [1,2]. The project for the museum has instigated a wealth of discussions in architectural circles and achieved a rare status of attracting the attention of scholars from other disciplines. Kurt W. Forster put the design for the Jewish Museum on a par with Piranesi's Carceri d'Invenzione, an unusual position for any building since very rarely does an architectural design ‘[…] bear this double burden of representing both actual buildings and mental structures, and which therefore have to submit to being measured by both standards: the durability of their ideas and the imaginative faculty of their designer.’Article Citation - WoS: 14Citation - Scopus: 24Generic 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: 12Citation - Scopus: 12Fifth-, 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, FehmiThis 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.