Publication: İlk Yıl Mimari Tasarım Eğitiminde Bilişsel Stillerin Tasarım Sürecine Etkisi
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Erkan Yazıcı, Yasemin
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Bu çalışmada, İstanbul Kültür Üniversitesi, ilk yıl Mimarlık Bölümü öğrencilerinin bilişsel stillerinin tasarım
sürecine etkisi tespit edilmeye çalışılmıştır. Bu amaçla, birinci sınıf mimarlık öğrencilerinden rastgele
seçilen 20 öğrenciye Sternberg ve Wagner (1992) tarafından geliştirilen düşünme stili envanterinin bilişsel
stil ölçeği uygulanmıştır. Elde edilen verilere göre 6 öğrencinin bütünsel, 6 öğrencinin ayrıntısal ve 8
öğrencinin karma bilişsel stile sahip olduğu tespit edilmiştir. Daha sonra mekansal deneyimin açığa
çıkmadığı ve mekansal deneyimin açığa çıktığı iki aşamalı deneysel bir çalışma yapılmıştır. Yapılan
deneysel çalışmanın süreci video kamera ile kaydedilmiş ve çalışma sonrasında öğrencilerle tasarım
sürecini anlattıkları görüşmeler yapılmıştır. Çalışmanın süreci protokol analizi yöntemi kullanılarak analiz
edilmiş ve öğrencilerin bilişsel stilleri ile karşılaştırılmıştır. Çalışma sonunda öğrencilerin tasarım süreci ve
bilişsel stilleri arasında anlamlı sonuçlar elde edilmiştir.
This study investigates the impact of the cognitive style on the design processes of freshman students of architecture. The cognitive dimension of the Sternberg and Wagner’s (1992) Thinking Style Inventory was used to assess the cognitive styles of the randomly selected 20 freshman students of architecture who have participated in this study which showed that 6 of the students had holistic, 6 of the students had analytical and 8 of the students had mixed cognitive styles. This was followed by a two phase experimental study the first phase of which was designed not to evoke spatial experience and the second phase was designed to evoke spatial experience. Entire experimental study was video taped and the students were asked to explain their design processes in the interview session right after the experimental study. Design processes of the students were analized through protocol analysis and evaluated in relationship with their respective cognitive styles. The results of this study indicate that there is a significant relationship between the cognitive styles and design processes of students.
This study investigates the impact of the cognitive style on the design processes of freshman students of architecture. The cognitive dimension of the Sternberg and Wagner’s (1992) Thinking Style Inventory was used to assess the cognitive styles of the randomly selected 20 freshman students of architecture who have participated in this study which showed that 6 of the students had holistic, 6 of the students had analytical and 8 of the students had mixed cognitive styles. This was followed by a two phase experimental study the first phase of which was designed not to evoke spatial experience and the second phase was designed to evoke spatial experience. Entire experimental study was video taped and the students were asked to explain their design processes in the interview session right after the experimental study. Design processes of the students were analized through protocol analysis and evaluated in relationship with their respective cognitive styles. The results of this study indicate that there is a significant relationship between the cognitive styles and design processes of students.