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dc.contributor.authorGüngör, Beyza Şat
dc.contributor.authorYorgancıoğlu, Derya
dc.date.accessioned2020-09-14T06:45:47Z
dc.date.available2020-09-14T06:45:47Z
dc.date.issued2019
dc.identifier.issn1757-8981en_US
dc.identifier.urihttp://hdl.handle.net/10679/6942
dc.identifier.urihttps://iopscience.iop.org/article/10.1088/1757-899X/603/2/022016
dc.description.abstractBasic design education retains its seminal role in most of the architectural curricula today. Having the primary goal of getting acquainted students with knowledge and skills of design basics, basic design education supports the development of creative ways of thinking combined with hands-on learning experiences. The assignments address the articulation of the basic design in 2D and 3D elements such as lines, planes, volumes, structures and forms, while students are encouraged to experiment the potentials of different materials and techniques. Course included 9 different 2D and 3D exercises that focus on design principles and elements together by adding different design problems in process. For instance, structural problems as self-standing or modular 3D units' penetrations and strengthens for complex design problems are added for further assignments in the schedule. In this process 'creativity development' is assessed and evaluated by considering the whole course schedule at the example of individual student assignments. The objective of this paper is to make an analysis of creativity development with regard to the assessment and evaluation procedures, taking the process and products of a basic design studio as a case study. The methodological framework of this paper is based on the examination of two sets of data; (1) 'quantitative data' that includes the grades of assignments that are designed as part of ARCH 101 Design course of architecture program at Özyeğin University Faculty of Architecture and Design in "ARCH 101 in Fall term of 2017-2018 academic program; (2) 'qualitative data' that includes the studio observations and reflective interpretations of instructors regarding the creativity development process for individually student assignments. Grades give the idea of which student exercise has been understood well and reached its learning objectives by considering the whole class. Majority tendency of the grades help assessment of the schedule from the aspect of creativity development. The evaluation of creativity includes manifold aspects of assessment. Teachers' style, schedule of the course, personal factors such as students' personal backgrounds, former education, and the styles of thinking and learning, being individual or collective are all effective on creativity.en_US
dc.language.isoengen_US
dc.publisherIOP Publishingen_US
dc.relation.ispartofIOP Conference Series: Materials Science and Engineering
dc.rightsopenAccess
dc.titleAnalysis of the creativity development and assessment of architectural design education: A case study of basic design studioen_US
dc.typeConference paperen_US
dc.publicationstatusPublisheden_US
dc.contributor.departmentÖzyeğin University
dc.contributor.authorID(ORCID 0000-0003-2579-8349 & YÖK ID 29395) Güngör, Beyza
dc.contributor.authorID(ORCID 0000-0002-5583-3515 & YÖK ID 51500) Yorgancıoğlu, Derya
dc.contributor.ozuauthorGüngör, Beyza Şat
dc.contributor.ozuauthorYorgancıoğlu, Derya
dc.identifier.volume603en_US
dc.identifier.issue2en_US
dc.identifier.wosWOS:000562099100016
dc.identifier.doi10.1088/1757-899X/603/2/022016en_US
dc.identifier.scopusSCOPUS:2-s2.0-85072962921
dc.contributor.authorFemale2
dc.relation.publicationcategoryConference Paper - International - Institutional Academic Staff


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