Abstract
The present study that aimed to determine the effects of the project classes conducted in the design studio on students was scrutinized specifically on the studio work conducted within the context of Environmental Design Project Course studio practice in Karadeniz Technical University Landscape Architecture Department. The study was a studio practice. In the first phase of the study, the content and practice of the studio course was examined. In the next phase, a survey was conducted with 174 students to investigate the effects of the fact that the courses were conducted in the studio environment on design students. The survey aimed to inquire the effects of the studio on the students’ creativity, development and learning of design skills. The satisfaction of the students in this course and their views about the use of the process in their future professional life was studied. Survey questions were asked to freshmen, sophomore, junior and senior students and the differences between these classes were determined. The questions were assessed using a 5-point Likert attitude scale. Conducted statistical analyses (SPSS 23.0) demonstrated that students considered the studios as environments that improve their creativity the most, students at all levels were satisfied with the studios, but that their satisfaction increased with their seniority, and they wanted to utilize this process in their professional lives and this desire was most prevalent among senior students. Correlation analysis findings demonstrated that satisfaction with the process was mostly related to the learning process. The present study findings demonstrated that design studios were instruction environments that provide students with design skills, improve their creativity and provide them practice opportunities. Study findings also revealed that the students were satisfied with design courses instructed in the studio and desired to experience the same process in their professional lives as well.
Highlights
In order to discuss the nature of design education, it is first necessary to define the concept and the act of design
The present study addressed the Environmental Design Project course, which is one of the studio courses instructed at Karadeniz Technical University, Landscape Architecture Department
It was determined that the students experienced difficulties in producing the scenarios at the beginning of the studio process, but as a result of the masterapprentice relationship with the course supervisor, they were able to overcome these difficulties and succeed in obtaining original final products (Table 3)
Summary
In order to discuss the nature of design education, it is first necessary to define the concept and the act of design. Design theoreticians Rittel, Webber and Schön, who were the pioneers of the second generation and whose impact is visible even today, emphasized that the design process includes an "adventurous process" rather than a linear process, focusing on the "exploration of the problem" rather than a solution of a given problem (Rittel and Webber 1973; Schön, 1985). This risky process, where new possibilities are searched due to setbacks and repetitions, is a belief system that demands loyalty and patience and an act of producing ideas that center on the individual and individual’s needs. Creativity training is a process that develops with new knowledge and skills with no clear boundaries (Hetland 2013; Yılmaz et al.2017)
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