İç Mimarlık ve Çevre Tasarımı Bölümü / Department of Interior Architecture and Environmental Design

Permanent URI for this collectionhttps://hdl.handle.net/11413/6814

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Design Tactics for Enhancing the Adaptability of Primary and Middle Schools to the New Needs of Postpandemic Reuse
(Emerald Group Publishing Ltd., 2021) Sen Bayram, Asena Kumsal; Alaçam, Sema; GÜZELCİ, HANDAN; Akkuyu, Elif Işık; Sencan, İnanç; GÜZELCİ, ORKAN ZEYNEL
Purpose - The aim of this study is to present design tactics (DTs) for supporting the adaptability of existing primary and middle school buildings into the emerging needs of coronavirus disease 2019 (COVID-19). The study introduces a novel algorithmic model for postoccupancy evaluation of the existing school buildings and provides solutions to enhance the adaptability of these buildings. Design/methodology/approach - This study employs the DTs defined by the authors, integration of DTs to the algorithmic model and tests the usability of the proposed model in the selected sample set. The sample set consists of four primary and middle school buildings with different architectural qualities. The degrees of flexibility of the existing sample set are evaluated depending on the outcomes of the implementation. Findings - The degrees of flexibility are achieved as a result of execution of the algorithmic model for each selected school building. Initial results of the case studies show that the flexibility of a school building is highly related to affordances and design decisions of the plan layout which were considered in the initial phases of the design process. Architectural qualities such as open plan and having sufficient voids in the interior and exterior space become prominent factors for ensuring flexibility. Originality/value - Developing a systematic approach to the adaptation problem of primary and middle school buildings to postpandemic reuse is a novel research topic. Apart from this contextual originality, the proposed taxonomy for postpandemic reuse in terms of three levels of adaptation is a new conceptual framework. Moreover, the propos
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İç Mimarlık Eğitiminde Deneyim Odaklı İnformel Bir Model Önerisi Olarak Mimari Fotoğraf
(Nilay Özsavaş Uluçay, 2024) Dişkaya, Feyza Nur; Altuncu, Damla; KARABETÇA, ALİYE RAHŞAN
Interior architecture education requires innovative methods to enable students to utilize knowledge gained from everyday experiences and informal learning more effectively and acquire fundamental skills. In this context, architectural photography is a significant tool for enhancing students’ spatial perception and visual skills. Photography provides a selective experience that activates students’ visual attention mechanisms; bottom-up attention processes direct students to visually prominent and attention-grabbing elements in the environment, while top-down processes focus attention on task-relevant features, suppressing distractions. Consequently, search behavior is shaped by both immediate environmental stimuli and broader context-and task-related factors. This study aims to support students in establishing a more conscious relationship with their environment by enhancing their abilities to explore spatial features, select visual stimuli, and interpret them. Data were collected from two different sample groups. The first sample group was shown their photographs, while the second group was shown pre-prepared photographs and eye-tracking measurements were taken. Analyses were conducted using Tobii Pro Lab Screen Based Analysis software. The findings indicated that informal experience led to variations in visual perception. As a result, a model was developed suggesting that the experience of taking photographs in interior architecture education may contribute to students’ improvement in visual perception and foster a more conscious approach to spatial design. © 2024, Nilay OZSAVAS ULUCAY. All rights reserved.
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A Pedagogical Model to Integrate Computational Thinking Logic to First Year Design Studio
(IGI Global, 2021) ÇETİNEL, MELTEM; GÜZELCİ, ORKAN ZEYNEL
Today, computational thinking and computational design approaches transform almost all stages of architectural practice and education. In this context, since students are most likely to encounter computers, in this study, the approach of teaching students computational design logic is adopted instead of teaching how to use computers only as a drafting or representation tool. This study focuses on developing a pedagogical model that aims to teach computational thinking logic and analog computing through a design process. The proposed model consists of four modules as follows: abstraction of music and text (Module 1), decomposition of buildings (Module 2), analysis of body-space (Module 3), design of a space by the help of spatial patterns (Module 4). The proposed model is applied to first-year students in Interior Design Studio in the 2019-2020 fall semester. As a result of Module 4, students designed both anticipated and unanticipated spaces in an algorithmic way.
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Student and Tutor Perceptions of the Pedagogical Potential and Challenges of Design Jury as an Assessment Method
(Sage Publications Ltd., 2022) Yorgancıoğlu, Derya; Tunalı, Sevinç; ÇETİNEL, MELTEM
This article examines the pedagogical potential and challenges of the design jury as an assessment method from the perceptions of the tutor/jury member and the design students. It aims to gain an understanding of the factors that create opportunities for, and barriers to, the promotion of learning in the design jury. It inquires the possible contributions of the jury into formative evaluation processes in design education. The results show that (1) the communication modalities, and (2) the evaluation criteria influence the way tutors and students perceive design jury as a pedagogical method. While the hierarchy between the jury member and the student creates a barrier to constructive feedback, a balance between formative and summative evaluations is essential in the design jury. Transparency of evaluation criteria decreases design students' concern for grade. The design jury could also serve for formative evaluation. A student-centred approach to design jury engenders experiences of deep learning.

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