A structured analysis of CAAD education

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dc.citation.epage54en_US
dc.citation.issueNumber2en_US
dc.citation.spage46en_US
dc.citation.volumeNumber32en_US
dc.contributor.authorPektaş, Ş. T.en_US
dc.date.accessioned2016-02-08T10:11:52Zen_US
dc.date.available2016-02-08T10:11:52Zen_US
dc.date.issued2007-06en_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.description.abstractAfter more than four decades of its beginnings, Computer Aided Architectural Design (CAAD) has already reached a level of maturity in both the education and the profession. There is an ever-growing amount of literature on the subject; however, relatively few studies have taken a systematic approach to analyze CAAD education. Moreover, design institutions often view CAAD merely as a technical issue ignoring socio-cultural and theoretical aspects. In order to alleviate these problems, this paper presents a structured analysis of CAAD education based on Prof. Necdet Teymur's theory of architectural education. Prof. Teymur claims that the components of architectural education should be studied in terms of objectives (why), contents (what), methodology (how) and management (who) along with four different knowledge and disciplinary levels (viewpoints); namely, sociological, ideological, epistemological, and pedagogical. In this paper, current issues of CAAD education are addressed within this framework and several proposals are presented.en_US
dc.identifier.issn0168-2601
dc.identifier.urihttp://hdl.handle.net/11693/23312
dc.language.isoEnglishen_US
dc.publisherOpen House International Associationen_US
dc.source.titleOpen House Internationalen_US
dc.subjectArchitectural education theoryen_US
dc.subjectComputer Aided Architectural Design (CAAD)en_US
dc.subjectCurriculumen_US
dc.subjectDesign studioen_US
dc.subjectEducationen_US
dc.subjectIntegrationen_US
dc.titleA structured analysis of CAAD educationen_US
dc.typeArticleen_US

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