Günday, Çiler Gözde2016-07-012016-07-012015http://hdl.handle.net/11693/30042Cataloged from PDF version of article.This study presents the design education literature in terms of design studio learning by reviewing teaching styles, learning models and learning process. Additionally, the term critique is defined as a backbone of the learning process in design studios. The study focuses on three-critique techniques that are desk critiques, pin-up critiques and group critiques. The purpose of this study is to analyze the effects of different critique techniques on the success of interior architecture students. It also explores correlations between student attitudes toward each critique technique and its contribution to the design process. A research was conducted with 3rd year interior architecture students in 2014- 2015 Fall Semester at Bilkent University. It was found that there was not a statistically significant relationship between student attitudes towards group, pin-up critiques and their final performance scores; however, there is a statistically significant relationship between student attitude toward desk critique and their final performance scores. Furthermore, the contribution of a critique technique to design process is highly correlated with student preference for this critique technique.xiii, 90 leaves, chartsEnglishinfo:eu-repo/semantics/openAccessarchitectural design educationdesign studiosdesk critiquecritique techniquespin-up critiquegroup critiqueB150935ThesisB150935