Architecture / Mimarlık
Permanent URI for this collectionhttps://hdl.handle.net/11147/24
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Article Citation - WoS: 25Citation - Scopus: 28How 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, FehmiThe 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.Article Citation - WoS: 3Citation - Scopus: 2Mimari Habitusun Eşiği Olarak İlk Yıl Mimari Tasarım Stüdyoları(Middle East Technical University, 2021) Çil, Ela; Demirel Özer, SinemThis study considers the first year design studio, not only as an environment in which knowledge and skills about the profession are transferred, but also as a threshold where students move into a new culture of values and ideas specific to the discipline. The inter-studio interaction between the instructor and the student, which stands out as the basic strategy of studio instructions, plays a critical role in the socialization of students into a new culture. This article is sharing a portion of a research, which is conducted in the architecture faculties of 14 universities in Turkey, and it enables us to discuss the interaction and cultural adaptation taking place in the studio. One of the highlights in the results of the research is the difference between the experience and evaluation of the studio's main objectives from the perspective of instructors and students. This difference sheds light on how the values that are thought to be conveyed in the studio are actually understood by the students. The concept of habitus, which Pierre Bourdieu points out as the limits of action in a culture that are almost beyond the grasp of the consciousness of the members of that culture, and Jacques Ranciere's and Paulo Freire's critical approaches to current pedagogical systems outline the theoretical framework within which we discuss our findings. In addressing architectural education as a form of cultural policy, our goal is to confront the uncertainty that characterizes the first year design studio and create a sphere to debate the challenges that the first year studio culture poses for students and instructors.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: 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.