Peyzaj Mi̇marliğinda Temel Tasarim Dersi̇ni̇n Öğrenme Ve Yaraticilik Süreci̇ne Etki̇leri̇

Düzenli, Tuğba; Alpak, Elif Merve; Özkan, Doruk Görkem

doi:10.17755/esosder.298092

Cited by 3 publications

(3 citation statements)

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“…This difference makes it difficult for students to learn design process and produce unique projects in studio courses. Many researchers state that the students receiving Interior Design education mostly have difficulty in studio courses in the first year when the design process is learned [1][2][3][4][5][6][7][8]. Another reason for this difficulty is the formal education system they were previously used to [9].…”

Section: Gamification and Interior Architecture Educationmentioning

confidence: 99%

Gamification of design process in interior architecture education: Who? with whom? where? how?

Aşkın

2019

SHS Web Conf.

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The design process in Interior Architecture education is the basis of all the studio courses and design-oriented courses. In this process, it is important for students to develop their creative thoughts and find different ideas. Students find it difficult to produce creative design ideas. As well as producing ideas, students also have difficulty in determining problem status and performing user analysis. In this respect, implementation of different methods and activities are important in the process. One of these methods is the integration of gamification into the design education. This education method was conducted as a workshop with a group of Interior Design students during the Spring term of 2018–2019 in İstanbul Şehir University. The students who took the project course for the first time were included in the research. In the workshop, firstly, the game ”Who? With Whom? Where? How?" was played manually, and the user ID was defined. Secondly, the results of the game were converted to the function scheme. After the study, a survey was conducted with the students. It was observed that the method of gamification increased the motivation of the students and offered more than one alternative in design process compared to the traditional thinking methods.

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Section: Gamification and Interior Architecture Educationmentioning

confidence: 99%

Gamification of design process in interior architecture education: Who? with whom? where? how?

Aşkın

2019

SHS Web Conf.

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“…He suggested that students can increase their success by being aware of their learning styles and internalizing their advantages and disadvantages. Düzenli et al (2017) asked landscape architecture students to design a building environment in the last weeks of the basic design course, and as a result of the evaluations made at the end of the study, they observed that the basic design course increased creativity in design studies. Kasap and Türkmen (2018) evaluated form production in the transition from two-dimensional works to volumetric works in the basic design course, through student works.…”

Section: Introductionmentioning

confidence: 99%

A Workshop Example of Basic Design Education in Interior Architecture

Azkur,

Oral

2023

Turkish JAF Sci.Tech.

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The “Basic Design” is one of the common introductory courses in design disciplines. It has great importance in interior architecture education as it forms the basis of design practice. Education that proceeds through abstract concepts creates difficulties for students to internalize this course. To avoid these difficulties, learning by doing is of great importance. The learning-by-doing approach was carried out in the form of a workshop within the scope of the “Basic Design 1” course of the Department of Interior Architecture at Konya Technical University in the fall semester of the 2022-2023 academic year. Students were asked to produce three-dimensional designs using basic design principles and elements. The class was divided into groups of eight people and studies were carried out with a workshop coordinator in each group. The duration of the workshop was planned as four weeks. During the workshop, students learned to use materials and colors, to design an original composition. At the end of the workshop, students learned to embody the abstract concepts they learned during the year by creating a composition that considers functionality and aesthetics. In order to evaluate the efficiency of the workshop, a survey study was carried out after the course period ended. As a result, it has been seen that the intelligibility of Basic Design 1, which is a course taught through abstract concepts, has increased thanks to the workshop.

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“…The landscape designs are shaped by considering the topography of the area to be designed, the structural elements on it, the desires of the users if there is any and the functionality of the area (Düzenli et al, 2017). The shape and function of the space is very influential in the design of the space.…”

Section: Introductionmentioning

confidence: 99%

A Methodology of Transformation from Concept to form in Landscape Design

Güneroğlu

Bekar

2019

TAKSAD

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Design includes a process that is shaped by concept and form. The quality of this process is different in terms of designers' imagination, research, possibilities and user expectancy. For this reason, approaches that best respond to expectations and transfer them in the best way are important instead of one correct understanding in design. In particular, the results obtained in the design in different forms depending on the solution approach of the products, the designer's perception, perspective, experience and creativity. There are different methods used in design studies to achieve the final product. Conversion from one concept to the other is very common. Inspired by the first phase, the concept forms the soul and contributes to the formation of the space. The transformation from concept to form is one of the most effective methods of adding spirit to the land, revealing the identity of space, showing aesthetic, function, and sometimes special meaning to users. Because concept and form are the most important steps in the design of the relationship and the creation of the essential spirit. It is observed that this method is used in landscape designs as well as in all design disciplines. In this study, KTU Landscape Architecture Department 2017-2018 envisages the process of transitioning from concept to form of products and products that emerged under Environmental Design Project-2, in which second-year students are required to take a course. Within the scope of the course, the transition from the concept to the form of the project works carried out with eight students was phased in and the success of the design process was demonstrated with this method. It has been determined that many students seeking the same probing response have obtained end products that have no connection with each other at the end of the term.

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Peyzaj Mi̇marliğinda Temel Tasarim Dersi̇ni̇n Öğrenme Ve Yaraticilik Süreci̇ne Etki̇leri̇

Cited by 3 publications

References 1 publication

Gamification of design process in interior architecture education: Who? with whom? where? how?

Gamification of design process in interior architecture education: Who? with whom? where? how?

A Workshop Example of Basic Design Education in Interior Architecture

A Methodology of Transformation from Concept to form in Landscape Design

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