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The Effects of Cognitive Styles on the Design Processes of Freshman Students of Architecture

Yıl 2014, Cilt: 2 Sayı: 2, 134 - 150, 01.12.2014

Yasemin Erkan Yazıcı

Öz

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

Anahtar Kelimeler

First year architecture design education design process cognitive styles protocol analysis

Kaynakça

  • Cross, N. (1999). Natural Intelligence in Design, Design Studies. 20, 25-39.
  • Cross, N., Christiaans, H., & Dorst, K. (1996). Analysing Design Activity. Wiley. Chichester. UK.
  • Dunn, R., & Dunn, K. (1978). Teaching Students Through Their Individual Learning Styles. Reston. VA: Reston.
  • Ericsson, K. A., & Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data. MIT Press. Cambridge. MA.
  • Erkan Yazıcı, Y. (2011). The Role of Spatial Experience, Fixation and Invisible Assumptions on the Designs of First Year Students of Architecture. Design Principles and Practices: An International Journal, 5(5).
  • Erkan Yazıcı, Y. (2010). Bilişsel Farklılıkların ve Mekansal Deneyimlerin İlk Yıl Mimarlık Öğrencilerinin Tasarım Süreçlerine Etkilerinin Araştırılması. Yıldız Teknik Üniversitesi Mimarlık Anabilim dalı, Bilgisayar Ortamında Mimarlık Programı. Yayınlanmamış Doktora Tezi, İstanbul.
  • Erkan Yazıcı, Y., & Erdoğan, M., (2010). Mekansal Deneyim ve Tasarımda Sabitlik Etkileri. Gazi Üniversitesi Güzel Sanatlar Fakültesi Sanat ve Tasarım Dergisi. 5, 167-180.
  • Fer, S. (2005). Düşünme Stilleri Envanterinin Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri. 5, 433-461.
  • Gero, J. S., & Tang, H. (2001). The Differences Between Retrospective and Concurrent Protocols in Revealing the Process-Oriented Aspects of the Design Process. Design Studies. 22, 283-295.
  • Gero, J. S., & Mc Neill, T. (1998). An Approach to the Analysis of Design Protocols. Design Studies. 19, 21-61.
  • Goldschmidt, G. (1991). The Dialectics of Sketching. Creativity Research Journal. 4, 123-143.
  • Heylighen, A., Deisz, P., & Verstijnen, I. (2007). Less is More Original?. Design Studies. 28(5), 499- 512.
  • Lawson, B. (2005). How Designers Think: The Design Process Demystified. Architectural Press. 4th Edition.
  • Lloyd, P., Lawson, B., & Scott, P. (1995). Can Concurrent Verbalization Reveal Design Cognition?. Design Studies. 16, 237-259.
  • Oxman, R. (2004). Think-maps: Teaching Design Thinking in Design Education. Design Studies. 25(1), 63-91.
  • Pantazi, M. E. (2008). Dissecting Design: Exploring the Role of Rules in the Design Process. Master’s Thesis. Massachusetts Institute of Technology.
  • Riding, R. J., & Rayner, S. (1998). Cognitive Styles and Learning Strategies. David Fulton, London.
  • Riding, R., & Cheema, I. (1991). Cognitive Styles – An Overview and Integration. Educational Psychology. 11,193-215.
  • Roberts, A. (2006). Cognitive Styles and Student Progression in Architectural Design Education. Design Studies. 27(2), 167-181.
  • Rowe, P. G. (1987). Design Thinking. The MIT Press Cambridge. Massachusetts.
  • Schön, D. (1983). The Reflective Practitioner. Basic Books. New York. USA.
  • Sternberg, R. (1997). Thinking Styles, Cambridge University Press. New York.
  • Sternberg, R. J., & Wagner, R.K. (1992). Thinking Styles Inventory. Unpublished test. Yale University.
  • Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development. 31, 197- 224.
  • Suwa, M., Purcell, T., & Gero, J.S. (1998). Macroscopic Analysis of Design Processes Based on a Scheme for Coding Designers’ Cognitive Actions. Design Studies. 19, 21-61.
  • Suwa, M., & Tversky, B. (1997). What Do Architects and Students Percieve in their Design Sketches? A Protocol Analysis. Design Studies. 18, 385-403.
  • van Someren, M.W., Bernard, Y.F., & Sandberth, J.A.C. (1994). The Think Aloud Method: A Practical Guide to Modelling Cognitive Processes. Academic Press. London.
  • Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-Dependent and Field- Independent Cognitive Styles and their Educational Implications. Reviews of Educational Research. 47, 1-64.

İlk Yıl Mimari Tasarım Eğitiminde Bilişsel Stillerin Tasarım Sürecine Etkisi

Yıl 2014, Cilt: 2 Sayı: 2, 134 - 150, 01.12.2014

Yasemin Erkan Yazıcı

Öz

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

Anahtar Kelimeler

İlk yıl mimari tasarım eğitimi tasarım süreci bilişsel stiller protokol analizi

Kaynakça

  • Cross, N. (1999). Natural Intelligence in Design, Design Studies. 20, 25-39.
  • Cross, N., Christiaans, H., & Dorst, K. (1996). Analysing Design Activity. Wiley. Chichester. UK.
  • Dunn, R., & Dunn, K. (1978). Teaching Students Through Their Individual Learning Styles. Reston. VA: Reston.
  • Ericsson, K. A., & Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data. MIT Press. Cambridge. MA.
  • Erkan Yazıcı, Y. (2011). The Role of Spatial Experience, Fixation and Invisible Assumptions on the Designs of First Year Students of Architecture. Design Principles and Practices: An International Journal, 5(5).
  • Erkan Yazıcı, Y. (2010). Bilişsel Farklılıkların ve Mekansal Deneyimlerin İlk Yıl Mimarlık Öğrencilerinin Tasarım Süreçlerine Etkilerinin Araştırılması. Yıldız Teknik Üniversitesi Mimarlık Anabilim dalı, Bilgisayar Ortamında Mimarlık Programı. Yayınlanmamış Doktora Tezi, İstanbul.
  • Erkan Yazıcı, Y., & Erdoğan, M., (2010). Mekansal Deneyim ve Tasarımda Sabitlik Etkileri. Gazi Üniversitesi Güzel Sanatlar Fakültesi Sanat ve Tasarım Dergisi. 5, 167-180.
  • Fer, S. (2005). Düşünme Stilleri Envanterinin Geçerlik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri. 5, 433-461.
  • Gero, J. S., & Tang, H. (2001). The Differences Between Retrospective and Concurrent Protocols in Revealing the Process-Oriented Aspects of the Design Process. Design Studies. 22, 283-295.
  • Gero, J. S., & Mc Neill, T. (1998). An Approach to the Analysis of Design Protocols. Design Studies. 19, 21-61.
  • Goldschmidt, G. (1991). The Dialectics of Sketching. Creativity Research Journal. 4, 123-143.
  • Heylighen, A., Deisz, P., & Verstijnen, I. (2007). Less is More Original?. Design Studies. 28(5), 499- 512.
  • Lawson, B. (2005). How Designers Think: The Design Process Demystified. Architectural Press. 4th Edition.
  • Lloyd, P., Lawson, B., & Scott, P. (1995). Can Concurrent Verbalization Reveal Design Cognition?. Design Studies. 16, 237-259.
  • Oxman, R. (2004). Think-maps: Teaching Design Thinking in Design Education. Design Studies. 25(1), 63-91.
  • Pantazi, M. E. (2008). Dissecting Design: Exploring the Role of Rules in the Design Process. Master’s Thesis. Massachusetts Institute of Technology.
  • Riding, R. J., & Rayner, S. (1998). Cognitive Styles and Learning Strategies. David Fulton, London.
  • Riding, R., & Cheema, I. (1991). Cognitive Styles – An Overview and Integration. Educational Psychology. 11,193-215.
  • Roberts, A. (2006). Cognitive Styles and Student Progression in Architectural Design Education. Design Studies. 27(2), 167-181.
  • Rowe, P. G. (1987). Design Thinking. The MIT Press Cambridge. Massachusetts.
  • Schön, D. (1983). The Reflective Practitioner. Basic Books. New York. USA.
  • Sternberg, R. (1997). Thinking Styles, Cambridge University Press. New York.
  • Sternberg, R. J., & Wagner, R.K. (1992). Thinking Styles Inventory. Unpublished test. Yale University.
  • Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development. 31, 197- 224.
  • Suwa, M., Purcell, T., & Gero, J.S. (1998). Macroscopic Analysis of Design Processes Based on a Scheme for Coding Designers’ Cognitive Actions. Design Studies. 19, 21-61.
  • Suwa, M., & Tversky, B. (1997). What Do Architects and Students Percieve in their Design Sketches? A Protocol Analysis. Design Studies. 18, 385-403.
  • van Someren, M.W., Bernard, Y.F., & Sandberth, J.A.C. (1994). The Think Aloud Method: A Practical Guide to Modelling Cognitive Processes. Academic Press. London.
  • Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-Dependent and Field- Independent Cognitive Styles and their Educational Implications. Reviews of Educational Research. 47, 1-64.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yasemin Erkan Yazıcı

Yayımlanma Tarihi 1 Aralık 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 2 Sayı: 2

Kaynak Göster

APA Yazıcı, Y. E. (2014). İlk Yıl Mimari Tasarım Eğitiminde Bilişsel Stillerin Tasarım Sürecine Etkisi. Artium, 2(2), 134-150.
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