Architecture / Mimarlık
Permanent URI for this collectionhttps://hdl.handle.net/11147/24
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Article A Case Study on Experiential Learning in Architecture: Accessible, Climate-Responsive, and Flexible House Designs(EMARA: Indonesian Journal of Architecture, 2023) Avcı, Ali Berkay; Beyhan, Şefika GülinArchitectural education is based on acquiring theoretical and applied knowledge. As a result, experiential learning theory was frequently applied to architecture design courses. As experiential learning refers to gaining knowledge by doing, it allows the students to experience implementing the theoretical knowledge and refine their design solutions by communicating with the teachers. The present study aims to integrate experimental learning in a theoretical course named "Building Information" on housing designs for first-year undergraduate architecture students. After eight weeks of the theoretical lecture period, the students were assigned to design a house using one of the specific approaches, namely accessibility, climate responsiveness, or flexibility. The occupants of the houses were defined, and the students determined their spatial needs. After the critique sessions, the house designs were presented with drawings and analogue models as the final product. Three selected examples from each design approach were evaluated in the study. The results showed that the students gained and implemented theoretical knowledge more efficiently with the integration of experimental learning.Article Citation - WoS: 19Citation - Scopus: 17Problematization of Assessment in the Architectural Design Education: First Year as a Case Study(Elsevier Ltd., 2009) Çıkış, Şeniz; Çil, ElaThis paper discusses the ways in which studio instructors assess students' design and performance during the basic design studios. Architecture requires a discipline-based education in which design studios have primary place in the curriculum. In design studio education the primary focus of assessment has always been the studio production (i.e. end products of the students). There is a common tendency to neglect students' experience and process of learning during assessments. Furthermore, assessment criteria of the studio instructors may not be explicitly stated.