Coğrafi Bilgi Sistemleri’nin (CBS) Peyzaj Mimarlığı Öğretiminde Kullanımının Önemi ve Gerekliliği

Year 2025, Volume: 8 Issue: 1, 98 - 111

Halil Duymuş

Abstract

Bu çalışma, Coğrafi Bilgi Sistemleri’nin (CBS) peyzaj mimarlığı öğretiminde neden vazgeçilmez bir araç haline geldiğini çok boyutlu olarak ele almaktadır. CBS’nin mekânsal analiz, sentez ve görselleştirme olanakları sayesinde, öğrencilerin çevresel sorunlara duyarlı, analitik düşünebilen ve veri temelli kararlar üretebilen bireyler olarak yetişmelerine katkı sunduğu vurgulanmaktadır. Çalışma kapsamında, CBS'nin yalnızca teknik bir uygulama aracı değil; aynı zamanda pedagojik ve mesleki gelişimi destekleyen bir eğitim bileşeni olduğu ortaya konmuştur. Türkiye’deki mevcut uygulamalarda CBS eğitiminin ön lisans düzeyine sıkıştığı, lisansüstü program sayısının sınırlı olduğu ve müfredat entegrasyonunun yeterince sağlanamadığı belirtilmektedir. Ayrıca, özel sektör destekli kısa süreli eğitim programlarının ve üniversiteler arası iş birliklerinin olumlu katkılarına rağmen, bu faaliyetlerin sınırlı sayıda öğrenciye ulaşabildiği ifade edilmektedir. Çalışma, CBS’nin daha geniş kitlelere ulaştırılması ve eğitimde etkin şekilde kullanılması için müfredata entegrasyon, açık kaynak yazılımların yaygınlaştırılması ve akademik personel kapasitesinin artırılması gibi çözüm önerileri sunmaktadır.

Keywords

Coğrafi Bilgi Sistemleri (CBS), Peyzaj mimarlığı, Mekânsal analiz, Türkiye’de CBS Eğitimi

Ethical Statement

Çalışmada Etik Kurulu onayı gerektirecek herhangi bir anket ya da deney çalışması yer almamaktadır.

The Importance and Necessity of the Use of Geographical Information Systems (GIS) in Landscape Architecture Teaching

Abstract

This study examines why Geographical Information Systems (GIS) have become an indispensable tool in landscape architecture education from a multidimensional perspective. It emphasises that GIS, through its spatial analysis, synthesis and visualisation capabilities, contributes to the development of students who are sensitive to environmental issues, able to think analytically and make data-based decisions. The study shows that GIS is not only a technical application tool, but also an educational component that supports pedagogical and professional development. The current practice in Turkey is found to be that GIS education is compressed to associate degree level, the number of postgraduate programmes is limited and curriculum integration is not sufficiently ensured. In addition, despite the positive contributions of private sector-supported short-term training programmes and inter-university collaborations, it is noted that these activities can only reach a limited number of students. The study suggests solutions such as curriculum integration, dissemination of open source software and capacity building of academic staff to make GIS more accessible and effective in education.

Keywords

Geographic Information Systems (GIS), Landscape Architecture, Spatial Analysis, GIS Education in Turkey

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