The Difficulties of DESIGN TRAIN-ing

Nazan Kirci

doi:10.17583/remie.2017.2237

Abstract

This study is proposed within the framework of the “Designtrain” project.* First year architecture students have difficulties to adapt to the new language of architectural discourse because of their individual capabilities and adequacies or because of the departments’ methodology of teaching. This study, which has been based on ten architecture departments in Turkey, has been formed to reveal these difficulties from the students’ point of view by means of a survey. This survey consists of interpretative questions that are related to the pre-requisites of vocational education, difficulties in learning, the evaluation of students’ comprehension of basic design principles and various difficulties of educational process.

Highlights

First year architecture students have difficulties to adapt to the new language of architectural discourse
This study, which has been based on ten departments of architecture in Turkey, has been formed to reveal these difficulties from the students’ point of view by means of a survey. This survey consists of interpretative questions that are related to the pre-requisites of vocational education, difficulties in learning, the evaluation of students’ comprehension of basic design principles and various difficulties of educational process
In Turkey, it can be asserted that the major criterion for entering architectural education is the national university exam: the YGS (Student Selection and Placement Centre)

Summary

Introduction

First year architecture students have difficulties to adapt to the new language of architectural discourse. This study, which has been based on ten departments of architecture in Turkey, has been formed to reveal these difficulties from the students’ point of view by means of a survey This survey consists of interpretative questions that are related to the pre-requisites of vocational education, difficulties in learning, the evaluation of students’ comprehension of basic design principles and various difficulties of educational process. Multiple models of design thinking have emerged since based on widely different ways of viewing design situations and using theories and models from design methodology, psychology, education, etc. Together, these streams of research create a rich and varied understanding of a very complex human reality (Dorst, 2011). Blumrich (1970) defines designing as finding a solution to a previously unsolved problem or doing it in a way that has never been tried

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Conclusion