Browsing by Subject "Architectural Education"
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Item Open Access An analytical re-assessment of introductory design in architectural education(Bilkent University, 1998) Farivarsadri, Guita AviralIntroductory design, as the initial step in architectural education, is of crucial importance. In this course student are supposed to acquire values, knowledge and skills which create a basis for further levels of their professional education. A holistic, human-centered approach to introductory design education aims at providing students with an insight into the context and complexities of architectural design, and their future responsibilities in the very beginning of architectural education. This thesis creates a framework for the assessment of such an introductory design education. A study of different dimensions of this education and a critical analysis of current approaches, creates a basis for proposing a framework for a holistic, human-centered approach. In this critical analysis, the objectives, objects, methods and management of introductory design education are considered in relation to its ideological, sociological, epistemological and pedagogical dimensions.Item Open Access Design studio as a life space in architectural education: privacy requirements(Bilkent University, 1997) Demirbaş, Özgen OsmanThere is a very important relationship between the educational outcomes and the architectural design of educational facilities. The most commonly used space in an architectural education is the design studio. Therefore, it is claimed that there should be a living process in a design studio. This process can only be achieved by the conjunction of two functions of the design studio which are: serving as a learning center and a complex social organization. The quality of a design studio can be considered by evaluating its functional, technical and behavioral elements. Considering the environmental psychology concept, namely privacy, personal space, territoriality and crowding, the behavioral elements in the design studio are analyzed. A case study was conducted to evaluate the differences between the desired and actual conditions of a design studio at Bilkent University, Faculty of Art, Design and Architecture, Interior Architecture and Environmental Design Department. The expectations and preferences of the interior architecture students pertaining to the design studio are analyzed. The outcomes of the study are expected to be inputs for the new design studio which functions as a living life space.Item Open Access The relation of learning styles and performance scores of the students in interior architecture education(Bilkent University, 2001) Demirbaş, Özgen OsmanDesign activity has existed since the beginning of life. Through time, this activity has turned to be a profession and the education of it has become important. Learning as an interactive process is an important issue in design studio. This study aims to analyse architectural education through the Experiential Learning Theory of Kolb in which learning is considered as a cycle that begins with experience, continues with reflection and leads to action. Experiential Learning Theory defines ‘accommodating’, ‘diverging’, ‘assimilating’ and ‘converging’ styles as the four different learning styles. A research was conducted to evaluate the effects of learning style preferences on the performance of design students at Bilkent University, in the department of Interior Architecture and Environmental Design. The relation of learning styles and performance scores of design students were analysed. It was found out that there were statistically significant differences between the performance scores of students having different learning styles in different stages of design education through studio process. However, at the end of the process, it was found out that there was no difference in performance of the design students having diverse learning styles.