The problem of interacting in the distance learning education process comes to the forefront, especially in applied and in-studio courses such as design education. To increase this, a unilateral effort is not enough; a different mutual effort is required compared to face-to-face education. One of these efforts is the construction of the learning environment. Based on this, this study focuses on how studio education students organize their physical learning environments during their distance education process. In this study, it is aimed to observe transformations caused by the learning process in the home components. The study was held with students who received design studio course at Muğla Sıtkı Koçman University, Department of Architecture and Karabük University, Industrial Design and Graphic Design departments. The search in the process of creating a personal learning space, the relationships between old-new positions or situations, and the reasons for which these transformations are needed are examined. The ability to establish this interaction even in different environments will carry the perception and awareness of learning to a different point and enable the discovery of unique processes in a personal sense. The current position can be considered an intertwined ‘breaking’ moment when everything becomes complicated and seems unresolved. In this study, which is a search for spatial arrangements made by students within their possibilities, the primary research question is ‘how does spatial transformation take place during the pandemic?’. This study reveals how students create learning codes for the physical space in which they will perform creative thinking and how these codes are reflected in the transformation of physical space. It is thought that codes related to personal learning can be developed with the hypothesis stating that efficient production stages can be realized by solving location-related problems with experience.
Although there is a questioning cycle about the problems in architectural education, it is experienced that there is a blockage in the qualitative gains of learning. At this point that one encounters the fact that the problem is addressed from a more fundamental point. Within the scope of the study, two main problems, defined as resistance points, were the focus. With this radical reading to be made in the context of the theme, it is aimed to deal with the problem of the current conditions in the concepts of “being in the centre,” and to conduct research in the interface of architecture-psychology-pedagogy-education. It is aimed to interpret an architectural education environment that can be evaluated within the framework of radical pedagogy. At the end of the study, a base was created for how architectural education can form the initial view of a deschooling process that can be interpreted within the scope of radical pedagogy. An architectural manifesto has been proposed, which can be discussed on definition, pedagogy, environment, number equivalence, and education and learning.
Kent kavramının, mekânsal sınırların dönüşümüyle farklı bir tanımlanmaya gereksinim duyacağı açıktır. Mimari kapsamda kent, mekân, yer, ortam ve bağlam gibi kavramlarda anlam dönüşümü yaşanabilecektir. Sosyolojik açıdan bakıldığında kolektif birliktelik ortamına altlık hazırlayan kentler, yeni sanal mekânlarda buna gereksinim duymadan yeni bir kolektif şehir hakkına sahip olabilecektir. Eski veya gerçek diye adlandırılan kentteki birçok mekânsa gerek fiziksel kullanım gerek sosyolojik anlam olarak yerini boşluklara bırakabilecektir. Bu çalışma kapsamında yeni şehir hakkı kavramına erişim sürecindeki mekânsal anlam dönüşümleri, Siegfried Kracauer’in görüşlerinden yararlanılarak Pleasantville (Yaşamın Renkleri) filminin okunmasıyla bir doküman analizi yapılmıştır. Kracauer’in modernizm mekânları üzerine görüşleri, maddesellik ve evsizlik formu kavramları hem kendi dönemi içerisinde hem de günümüz bağlamında irdelenmiştir. Bu içerikteki eleştiri metinleri, kitaplar ve filmler doküman analizinin bileşenlerini oluşturmuştur. Sosyolojik açıdan kolektif farkındalık dönemine tanıklık ettiren film aracılığıyla, günümüze ve geleceğe ilişkin yeni şehir hakkı arayışını tartışmak amaçlanmıştır. İçinde bulunulan kırılma dönemini öncekilerden ayıran durum alternatif bir sanal ortamın yeni kentsel mekân oluşumuna zemin hazırlıyor oluşudur. Dolayısıyla tamamen yeni bir düzenin, yaşantının ve belleğin gelişimini gözlemlemek ve bunlara ilişkin bileşenlerin yeniden tanımlanması söz konusudur. Olası yeni mekânların yeni haklara gereksinim duyabileceği; bu hakların sanal veya gerçek ortam ayırt etmeksizin kolektif bir aradalıklar olmadan etken olabilmesinin güçlüğü üzerinden tartışmanın değerlendirmesi tamamlanmıştır.
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