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“SCAMPER” AS A SUPPORTIVE MODEL FOR TRANSFERRING DESIGN STUDIO LEARNING OUTCOMES

Year 2024, Volume: 1 Issue: 1, 120 - 134, 29.01.2024

Abstract

In architectural education, when examining the curricula of architectural design studios, one can observe the learning outcomes that learners are expected to achieve. The learning outcomes intended to be achieved in architectural design studios may vary in their transfer to practice, depending on the teacher. This variability in transfer can lead to learners not fully acquiring the desired ‘awareness, understanding, and skills’. With the increasing number of architecture schools today, these problems are becoming more prominent. To address these issues, a supportive teaching model, utilizing the “SCAMPER” applications, is proposed. This approach aims to enhance learners understanding and ability to generate diverse solutions to contemporary problems by actively utilizing and experiencing the learning outcomes acquired through traditional teaching models. The study focuses on the sustainability of learning outcomes in architectural design studios and the potential of the “SCAMPER” applications to improve the design process.

References

  • Aydın, İ., Çilci, N. (2020), SCAMPER Yönlendirilmiş Beyin Fırtınası Tekniğinin 5. ve 6. Sınıf Öğrencilerinin Yaratıcı Yazıları Üzerindeki Etkisi. Iğdır Üniversitesi Sosyal Bilimler Dergisi, 21, 223-262.
  • Asimow, M. (1962). Introduction to Design. New York: Prentice-hall.
  • Baş, Ş. (2018). Sanatsal Yaratım Sürecinde SCAMPER Tekniğinin Kullanılması (Doctoral thesis). Ondokuz Mayıs University, Samsun, Turkiye.
  • Donnelly, R. and Fitzmaurice, M. (2005). Designing Modules for Learning. In: G. O’Neill, S. Moore. and B. McMullin, B. (Eds.), Emerging issues in the Practice of University learning and teaching. Dublin: All Ireland Society for Higher Education.
  • Eberle, B. (1996). SCAMPER on: Games for imagination development. Creative games and activities for imagination development. UK: Prufrock Press Inc.
  • Gann, D. A. (2013). A few considerations on critical thinking instruction, The Journal of Saitama City Educators 3(3), 14-18.
  • Gladding, S. T. (2011). Using creativity and the creative arts in counseling: An international approach. Turkish Psychological Counseling and Guidance Journal, 4(35), 1-7.
  • Howard-Jones, P. A. (2002). A dual-stage model of creative cognition for supporting strategies that foster creativity in the classroom. International Journal of Technology and Design Education, 12, 215–226.
  • Özyaprak, M. (2016). Yaratıcı düşünme eğitimi: SCAMPER örneği. Journal of Gifted Education and Creativity, 3(1), 67-81.
  • Özdamar, B. B. & Goudarzi, M. S. (2021). Temel tasarımda eğitiminde kazanılan bilginin iç mimarlık ikinci sınıf tasarım stüdyosuna düşünsel aktarımı. USBAD Uluslararası Sosyal Bilimler Akademi Dergisi 3(7), 1683-1705.
  • Michalko, M. (2006). Thinker toys. A handbook of creative thinking techniques. Berkeley, Ca: Ten Speed.
  • Roger, V. (2011). SCAMPER: A tool for creativity and imagination development for children. New York: Center for Creative Leadership.
  • Tatar, E. (2015). Mimarlık eğitiminde sürdürülebilir bir model önerisi. (Doctoral thesis). Eskişehir: Anadolu Üniversitesi.
  • Toraman, A. & Altun, S. (2013). Application of the six thinking hats and SCAMPER techniques on the 7th grade course unit “Human and Environment”: An exemplary case study. Mevlana International Journal of Education, 3(4), 166-185.
  • Weisberg, R. W. (2006). Creativity: Understanding innovation in problem solving, science, invention, and the arts. Hoboken, NJ: Wiley and Son.
  • Url 1: https://katalog.ktu.edu.tr/dersbilgipaketi/course.aspx?pid=586&lang=1&dbid=574218
  • CHE: Council of Higher Education
  • EQF : European Qualifications Framework
  • MIAK: Association for Accreditation of Architectural Education
  • NAAB: National Architectural Accrediting Board
  • RIBA: Royal Institute of British Architects
  • TQF: Turkish Qualifications Framework

“SCAMPER” AS A SUPPORTIVE MODEL FOR TRANSFERRING DESIGN STUDIO LEARNING OUTCOMES

Year 2024, Volume: 1 Issue: 1, 120 - 134, 29.01.2024

Abstract

In architectural education, the learning outcomes aimed to be achieved in architectural design studios may vary in their transfer to practice, depending on the teacher. This variability in transfer can lead to learners not fully achieving the desired ‘awareness, understanding, and skill’ acquisitions. To address these issues, a supportive teaching model, utilizing the “SCAMPER” applications, is proposed. This approach aims to enhance learners understanding and ability to generate diverse solutions to contemporary problems by actively utilizing and experiencing the learning outcomes acquired through traditional teaching models. The study focuses on the sustainability of learning outcomes in architectural design studios and the potential of the “SCAMPER” applications to improve the design process.

References

  • Aydın, İ., Çilci, N. (2020), SCAMPER Yönlendirilmiş Beyin Fırtınası Tekniğinin 5. ve 6. Sınıf Öğrencilerinin Yaratıcı Yazıları Üzerindeki Etkisi. Iğdır Üniversitesi Sosyal Bilimler Dergisi, 21, 223-262.
  • Asimow, M. (1962). Introduction to Design. New York: Prentice-hall.
  • Baş, Ş. (2018). Sanatsal Yaratım Sürecinde SCAMPER Tekniğinin Kullanılması (Doctoral thesis). Ondokuz Mayıs University, Samsun, Turkiye.
  • Donnelly, R. and Fitzmaurice, M. (2005). Designing Modules for Learning. In: G. O’Neill, S. Moore. and B. McMullin, B. (Eds.), Emerging issues in the Practice of University learning and teaching. Dublin: All Ireland Society for Higher Education.
  • Eberle, B. (1996). SCAMPER on: Games for imagination development. Creative games and activities for imagination development. UK: Prufrock Press Inc.
  • Gann, D. A. (2013). A few considerations on critical thinking instruction, The Journal of Saitama City Educators 3(3), 14-18.
  • Gladding, S. T. (2011). Using creativity and the creative arts in counseling: An international approach. Turkish Psychological Counseling and Guidance Journal, 4(35), 1-7.
  • Howard-Jones, P. A. (2002). A dual-stage model of creative cognition for supporting strategies that foster creativity in the classroom. International Journal of Technology and Design Education, 12, 215–226.
  • Özyaprak, M. (2016). Yaratıcı düşünme eğitimi: SCAMPER örneği. Journal of Gifted Education and Creativity, 3(1), 67-81.
  • Özdamar, B. B. & Goudarzi, M. S. (2021). Temel tasarımda eğitiminde kazanılan bilginin iç mimarlık ikinci sınıf tasarım stüdyosuna düşünsel aktarımı. USBAD Uluslararası Sosyal Bilimler Akademi Dergisi 3(7), 1683-1705.
  • Michalko, M. (2006). Thinker toys. A handbook of creative thinking techniques. Berkeley, Ca: Ten Speed.
  • Roger, V. (2011). SCAMPER: A tool for creativity and imagination development for children. New York: Center for Creative Leadership.
  • Tatar, E. (2015). Mimarlık eğitiminde sürdürülebilir bir model önerisi. (Doctoral thesis). Eskişehir: Anadolu Üniversitesi.
  • Toraman, A. & Altun, S. (2013). Application of the six thinking hats and SCAMPER techniques on the 7th grade course unit “Human and Environment”: An exemplary case study. Mevlana International Journal of Education, 3(4), 166-185.
  • Weisberg, R. W. (2006). Creativity: Understanding innovation in problem solving, science, invention, and the arts. Hoboken, NJ: Wiley and Son.
  • Url 1: https://katalog.ktu.edu.tr/dersbilgipaketi/course.aspx?pid=586&lang=1&dbid=574218
  • CHE: Council of Higher Education
  • EQF : European Qualifications Framework
  • MIAK: Association for Accreditation of Architectural Education
  • NAAB: National Architectural Accrediting Board
  • RIBA: Royal Institute of British Architects
  • TQF: Turkish Qualifications Framework
There are 22 citations in total.

Details

Primary Language English
Subjects Architectural Design, Architecture (Other)
Journal Section Research Article
Authors

Pelin Durmuş Hocaoğlu 0009-0008-7982-0912

Publication Date January 29, 2024
Submission Date January 19, 2024
Acceptance Date January 26, 2024
Published in Issue Year 2024 Volume: 1 Issue: 1

Cite

APA Durmuş Hocaoğlu, P. (2024). “SCAMPER” AS A SUPPORTIVE MODEL FOR TRANSFERRING DESIGN STUDIO LEARNING OUTCOMES. Livenarch+ Journal, 1(1), 120-134.