Taneri, Batuhan
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01. Izmir Institute of Technology
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Sustainable Development Goals
1NO POVERTY
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2ZERO HUNGER
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3GOOD HEALTH AND WELL-BEING
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4QUALITY EDUCATION
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5GENDER EQUALITY
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6CLEAN WATER AND SANITATION
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7AFFORDABLE AND CLEAN ENERGY
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8DECENT WORK AND ECONOMIC GROWTH
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9INDUSTRY, INNOVATION AND INFRASTRUCTURE
3
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10REDUCED INEQUALITIES
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11SUSTAINABLE CITIES AND COMMUNITIES
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12RESPONSIBLE CONSUMPTION AND PRODUCTION
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13CLIMATE ACTION
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14LIFE BELOW WATER
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15LIFE ON LAND
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16PEACE, JUSTICE AND STRONG INSTITUTIONS
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17PARTNERSHIPS FOR THE GOALS
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Scholarly Output
6
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2
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7594/7422
Supervised MSc Theses
1
Supervised PhD Theses
1
WoS Citation Count
28
Scopus Citation Count
34
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WoS Citations per Publication
4.67
Scopus Citations per Publication
5.67
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4
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2
| Journal | Count |
|---|---|
| 8. Mimarlıkta Sayısal Tasarım Ulusal Sempozyumu | 1 |
| Artificial Intelligence for Engineering Design, Analysis and Manufacturing: AIEDAM | 1 |
| Design Computing and Cognition'20 | 1 |
| Thinking Skills and Creativity | 1 |
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6 results
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Now showing 1 - 6 of 6
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: 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.Doctoral Thesis An Investigation Into Architecture Students' Creative Performance While Using Associative and Rule-Based Reasoning Strategies: Exploring a Dual Process Approach in Design Education(Izmir Institute of Technology, 2021) Taneri, Batuhan; Doğan, FehmiThis study investigates pedagogical strategies of how cognitive aspects of design thinking can be a subject of design education particularly in the first year design education. It focuses on design reasoning and on its two distinct forms as associative and rule-based reasoning. An experimental study composed of three different experiments is conducted to investigate the impact of using certain reasoning strategies on first year design students' creative performance. First experiment indicates that those students who were not directed to use either of the two forms of reasoning performed better. When students are asked to use a specific reasoning strategy in solving a design problem, this might increase students' cognitive load which in turn encumber their creative performance. The second experiment provides insights into the order in which these forms of reasoning can be introduced to students in design studio education. The results indicate that when students first conduct a free exploration of the given design problem before being asked to use one of the reasoning strategies their creative performance is better. It is proposed that familiarization with a given problem freely prepares students for a structured design exploration through either rule-based or associative reasoning strategy. The third experiment investigates the impact of a specially designed instruction to use one of the reasoning strategies. When students are provided with an explicit instruction giving information on two forms of reasoning strategies and their use in design before exploring the design problem on their own, the results demonstrated the utility of providing specific information on these reasoning strategies particularly for associative reasoning strategies. The findings suggest that a dual process approach to design education could be beneficial in developing pedagogical strategies for design learning.Book 8. Mimarlıkta Sayısal Tasarım Ulusal Sempozyumu(01. Izmir Institute of Technology, 2014) Çakır, Onurcan; Doğan, Fehmi; Erbil Altıntaş, Livanur; Gündüz, Can; İlal, Mustafa Emre; Taneri, BatuhanGünümüzde mimari tasarım, analiz ve uygulama süreçlerinin giderek sayısallaşmasıyla birlikte, önceleri birbirlerinden oldukça ayrık (sezgisel, analitik, sosyal, vb.) safhalar olarak deneyimlenen üretim ve tüketim süreçlerinin giderek daha kesintisiz ve yekpareleşen deneyimlere konu olduklarını görmekteyiz. Geleneksel olarak farklı ölçeklere karşılık gelen farklı tasarım disiplinleri arasındaki kopukluğun sorgulanabildiği ve yer yer önüne geçilebildiği örneklerin de çoğalmasıyla birlikte, mimari tasarımın sayısal geleceğini her daim “eksiksiz”, “eksiz”, ama bir o kadar da ucu açık “eskiz” süreçler olarak öngörmekteyiz. Diğer yandan, “eskiz” nesne ve süreçler, bütünlüğünden ödün vermeden açık kalabilen parça bütün ilişkilerinin ya da niteliksel kararlar ile niceliksel veriler arasında sürekli gidip gelebilme deneyiminin sahiciliği ve sürdürülebilirliğine ilişkin endişelerle de yüzleşebilecek sorgulama ve tartışmaların gerçekleştirilmesini zorunlu kılıyor. 2007 yılından bu yana gerçekleştirilmekte olan Mimarlıkta Sayısal Tasarım Ulusal Sempozyum dizilerinin sekizincisi “eskiz / eksiz / eksiksiz …” temasıyla 26-27 Haziran 2014 tarihlerinde İYTE Mimarlık Fakültesi, Mimarlık Bölümü ev sahipliğinde düzenlenmiştir. Katkılarından dolayı tüm yazarlar, görev alan hakemler ve destekçi kuruluşlara teşekkür ederiz. Ayrıca Dekanımız Prof. Dr. Serdar Kale ile Mimarlık Bölüm Başkanı Doç. Dr. Şeniz Çıkış’ın verdikleri destek ve İYTE Rektörlüğünün sağladıkları olanaklar olmadan bu etkinlik gerçekleştirilemezdi. Teşekkürlerimizi sunarız.Master Thesis Architecture Student's Perceptions of Design and Its Transformations Throughout Their Education(Izmir Institute of Technology, 2013) Taneri, Batuhan; Doğan, FehmiThis study explores how students of architecture characterize design. It focuses on the transformation of student's conception of design as they move from first year to fourth year in their undergraduate education. The study employs surveys and in-depth interviews with selected groups of students from all four levels among the students of architecture in Izmir Institute of Technology and Dokuz Eylül University. It was found that characterization of design as problem solving is the dominant preference among the students of architecture because design studio pedagogy imposes a conception of a more linear design process which corresponds to design as problem solving. Nevertheless, the students are aware that design process is not as linear as it is taught in the studio. It can be said that the strategic approaches the students developed are caused by this contradiction between the nature of design process and the current applied pedagogy.Book Part The Order Effect of Associative and Rule-Based Reasoning Strategies in Design Learning(Springer International Publishing, 2022) Taneri,B.; Dogan,F.This study focuses on the role of associative reasoning (AR) and rule-based reasoning (RbR) strategies in students' creativity. An experimental comparison was conducted to test the impact of the order in which students used specific reasoning strategies in a series of design tasks. The results provide insights into the order in which these forms of reasoning can be introduced to students in design studio education. The results indicate that when students first conduct a free exploration of the given design problem before asked to use one of the reasoning strategies above their creative performance is higher. It is proposed that familiar ization with a given problem freely prepare students for a structured design explo ration following either rule-based or associative reasoning strategy. We conclude that the creative performance gets better when students first explore the design problem on their own before getting introduced to a specific form of reasoning strategy. © Springer Nature Switzerland AG 2022. All rights reserved.