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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.
Citation - WoS: 3
Citation - Scopus: 6
Use of Analogies, Metaphors, and Similes by Students and Reviewers at an Undergraduate Architectural Design Review
(Cambridge University Press, 2019) Doğan, Fehmi; Taneri, Batuhan; Erbil, Livanur
This 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.
Citation - WoS: 96
Citation - Scopus: 112
Cognitive Strategies of Analogical Reasoning in Design: Differences Between Expert and Novice Designers
(Elsevier Ltd., 2013) Özkan, Özgü; Doğan, Fehmi
This 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.
Citation - WoS: 14
Citation - Scopus: 24
Generic 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.

Architecture / Mimarlık

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