Reversing the design process in the introductory architectural design studio: The exploratory function of sketch modelling
dc.contributor.author | Yorgancıoğlu, Derya | |
dc.contributor.author | Genel, Ö. A. | |
dc.date.accessioned | 2022-05-16T13:17:32Z | |
dc.date.available | 2022-05-16T13:17:32Z | |
dc.date.issued | 2022-04-01 | |
dc.identifier.issn | 1474-273X | en_US |
dc.identifier.uri | http://hdl.handle.net/10679/7680 | |
dc.identifier.uri | https://www.ingentaconnect.com/content/intellect/adche/2022/00000021/00000001/art00005;jsessionid=j7pop1ucek71.x-ic-live-02#expand/collapse | |
dc.description.abstract | This study investigated the exploratory potentials of sketch modelling in the introductory architectural design studio. It focused on the course ‘ARCH 102 Architectural Design Studio I’, in which sketch modelling was deployed as a creative problem-solving practice, triggering an exploratory process through thinking and doing. The study adopted the case-study method. Hence, the principal sources of data are student projects and studio tutors’ first-hand observations and reflections. The findings reveal that, along with its iterative and communicative functions, the exploratory nature of sketch modelling helps first-year students overcome design issues in the making of design. The findings lay the groundwork for more systematic studies on reflective learning practices in design education. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Intellect Ltd. | en_US |
dc.relation.ispartof | Home / Art, Design & Communication in Higher Education | |
dc.rights | restrictedAccess | |
dc.title | Reversing the design process in the introductory architectural design studio: The exploratory function of sketch modelling | en_US |
dc.type | Article | en_US |
dc.peerreviewed | yes | en_US |
dc.publicationstatus | Published | en_US |
dc.contributor.department | Özyeğin University | |
dc.contributor.authorID | (ORCID 0000-0002-5583-3515 & YÖK ID 51500) Yorgancıoğlu, Derya | |
dc.contributor.ozuauthor | Yorgancıoğlu, Derya | |
dc.identifier.volume | 21 | en_US |
dc.identifier.issue | 1 | en_US |
dc.identifier.startpage | 67 | en_US |
dc.identifier.endpage | 84 | en_US |
dc.identifier.wos | WOS:000985427600005 | |
dc.identifier.doi | 10.1386/adch_00047_1 | en_US |
dc.subject.keywords | Architectural design education | en_US |
dc.subject.keywords | Architectural design modelling | en_US |
dc.subject.keywords | Design communication | en_US |
dc.subject.keywords | Design studio pedagogy | en_US |
dc.subject.keywords | Manual design tools | en_US |
dc.subject.keywords | Reflective practice | en_US |
dc.subject.keywords | Tutor‐student relationship | en_US |
dc.identifier.scopus | SCOPUS:2-s2.0-85129404053 | |
dc.contributor.authorFemale | 1 | |
dc.relation.publicationcategory | Article - International Refereed Journal - Institutional Academic Staff |
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