Araştırma Makalesi
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Teaching Methods for Sustainable Design Education in Industrial Design Departments and Implementation Proposals in Studio/Project Courses

Yıl 2015, Cilt: 15 Sayı: 4, 21 - 30, 01.12.2015
https://doi.org/10.18037/ausbd.98038

Öz

Sustainability can be described as an inclusive concept which is developed and proposed as an answer for social and environmental problems. Under this broad sustainability concept, industrial design basically takes part with a design approach generally known as “sustainable design”. Today, while transforming into a sustainable culture gains vital importance, field of industrial design should not only be evolved in terms of professional practice, but also should be improved and transformed in means of education to include sustainable design criteria. One of the main aspects of this required transformation is the transformation in teaching and learning methods. Problem Based Learning approach is being used in many undergraduate programs of many different fields and is proposed by many researchers to integrate sustainability criteria into curriculum. This paper covers using of Problem Based Learning principles within the scope of sustainable design in an industrial design project/studio course. Results are drawn from a PhD research at Istanbul Technical University aiming to propose a method to integrate sustainability criteria into industrial design curriculum in Turkey. Proposal has been put into practice in a studio/project course and the success of proposal was measured by analyzing student projects. Keywords: Industrial Design, Sustainability, Sustainable Design, Design Education, Studio Course, Problem Based Learning (PBL).

Kaynakça

  • Bhamra, T., Lofthouse, V. (2007). Design for Sustai- nability A Practical Approach. (R. Cooper, Ed.) (s. 185). Hampshire: Gower.
  • Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Ana- lizi El Kitabı: İstatistik, Araştırma Deseni, SPSS Uygulamları ve Yorum (14th ed.). Ankara: Pegem Akademi.
  • Ceulemans, K., De Prins, M. (2010). Teacher’s ma- nual and method for SD integration in curricula. Journal of Cleaner Production, 18(7), 645–651. doi:10.1016/j.jclepro.2009.09.014
  • Chen, W., You, M. (2010). Student response to an In- ternet-mediated industrial design studio course. International Journal of Technology and Design Education, 20(2), 151–174. doi:10.1007/s10798- 008-9068-2
  • Clune, S. (2010). Deep Learning and Industrial De- sign Education for Sustainability. Connected 2010- 2nd. International Conference on Design Education 28 Haziran-1 Temmuz, University of South Wales, Sydney. Sydney, Australia.
  • Corcoran, P. B., Walker, K., Wals, A. (2004). Case studies, make-your-case studies, and case stories: a critique of case-study methodology in sustainability in hig- her education. Environmental Education Research, 10(1), 7–21. doi:10.1080/1350462032000173670
  • Cotton, D. R. E., Warren, M. F., Maiboroda, O., Bailey, I. (2007). Sustainable development, higher edu- cation and pedagogy: a study of lecturers’ beliefs and attitudes. Environmental Education Research, 13(5), 579–597. doi:10.1080/13504620701659061
  • Diehl, J. C., Brezet, H. (2004). Design for Sustainabi- lity: An approach for International Development, Transfer and Local Implementation. In Environ- mental Management for Sustainable Universities (EMSU) 2004 International Conference on Sustai- nable Development Education: Holistic and Integra- tive Educational and Management Approaches for Ensuring Sustainable Societies. Monterrey, Mexico.
  • Douvlou, E. (2006). Effective Teaching and Learning : Integrating Problem- based Learning in the Teac- hing of Sustainable Design. CEBE Transactions, 3(2), 23–37.
  • Du, X., Su, L., Liu, J. (2013). Developing sustainabi- lity curricula using the PBL method in a Chinese context. Journal of Cleaner Production, 61, 80–88. doi:10.1016/j.jclepro.2013.01.012
  • Dutton, T. A. (1987). Design and studio pedagogy. Jo- urnal of Architectural Education, 41(1), 16–25.
  • Elkington, J. (1997). CANNIBALS WITH FORKS The Triple Bottom Line of 21st Century Business. Busi- ness (s. 402). Oxford: Capstone Publishing Limited.
  • Fry, T. (1993). Re-thinking ecodesign. Object, 43.
  • Graaff, E. De, Kolmos, A. (2003). Characteristics of Problem-Based Learning. Int. J. Engng Ed., 19(5), 657–662.
  • Huntzinger, D. N., Hutchins, M. J., Gierke, J. S., Sut- herland, J. W. (2007). Enabling Sustainable Thin- king in undergraduate engineering education. Int. J. Engng Ed., 23(2), 218–230.
  • Kumar, M., Natarajan, U. (2007). A problem-based learning model: showcasing an educational pa- radigm shift. Curriculum Journal, 18(1), 89–102. doi:10.1080/09585170701292216
  • Major, C. H., Palmer, B. (2001). Assessing the Effecti- veness of Problem Based Learning in higher edu- cation: Lessons from the Literature. Academic Exc- hange Quarterly, 5(1).
  • Margolin, V., Margolin, S. (2002). A “ Social Model ” of Design : Issues of practice and research. Design Issues, 18(4), 24–30.
  • Mckee, N., Eon, M. D., Trinder, K. (2013). Problem- based learning for inter-professional education : evidence from an inter-professional PBL module on palliative care. Canadian Medical Education Jo- urnal, 4(1), 35–48.
  • Morris, R., Childs, P., ve Hamilton, T. (2007). Sustaina- bility by design: a reflection on the suitability of pe- dagogic practice in design and engineering courses in the teaching of sustainable design. European Journal of Engineering Education, 32(2), 135–142. doi: 10.1080/03043790601118549
  • Orr, D. W. (2004). Earth in Mind: On Education, Envi- ronment, and the Human Prospect (10th Anniv., s. 240). Washington DC: Island Press.
  • Papanek, V. (1985). Design for the real world : human ecology and social change (2nd ed., s. 394). London: Thames & Hudson.
  • Ramirez, M. (2006). Sustainability in the education of industrial designers: the case for Australia. Interna- tional Journal of Sustainability in Higher Education, 7(2), 189–202. doi:10.1108/14676370610655959
  • Ramirez, M. J. (2007). Promoting Sustainability thro- ugh Industrial Design Studio Projects. Connected 2007 InternationalConference on Design Education 9-12 Temmuz, University of New South Wales (s.1- 5). Sydney.
  • UNEP. (n.d.). Organization Profile. 17-12-2014 tari- hinde http://www.unep.org/PDF/UNEPOrganiza- tionProfile.pdf adresinden erişildi.
  • Vezzoli, C. (2003). A new generation of designers: perspectives for education and training in the fi- eld of sustainable design. Experiences and projects at the Politecnico di Milano University. Journal of Cleaner Production, 11(1), 1–9. doi:10.1016/S0959- 6526(02)00057-4
  • Walker, S. (2006). Sustainable by Design Explorations in Theory and Practice. Design (s. 257). London: Earthscan.
  • WCED (1987). Our Common Future. Oxford Univer- sity Press, Oxford.
  • Welsh, M. A., Murray, D. L. (2003). The ecollaborative : Teaching sustainability through critical pedagogy. Journal of Management Education, 27(2), 220.
  • Yılmaz, T. (2014). Sürdürülebilirilik ile İlgili Kriterlerin Türkiye’deki Endüstri Ürünleri Tasarımı Bölümleri- nin Öğretim Programlarına Entegrasyonu: Bir Yön- tem Önerisi. Yayınlanmamış doktora tezi, İstanbul Teknik Üniversitesi. İstanbul, Türkiye.

Endüstri Ürünleri Tasarımı Bölümlerinde Sürdürülebilir Tasarım Eğitimine Yönelik Öğretim Yaklaşımları ve Proje Dersleri İçin Uygulama Önerileri

Yıl 2015, Cilt: 15 Sayı: 4, 21 - 30, 01.12.2015
https://doi.org/10.18037/ausbd.98038

Öz

Sürdürülebilirlik, sosyal ve çevresel sorunlara çözüm önerisi olarak gelişen kapsayıcı bir kavram olarak tanımlanabilir. Sürdürülebilirlik çatı kavramının kapsamında endüstri ürünleri tasarımı ise, genel olarak “sürdürülebilir tasarım” adı ile bilinen kavram ve tasarım yaklaşımı ile yer almaktadır. Sürdürülebilir bir kültüre geçişin yaşamsal önem kazandığı günümüzde endüstri ürünleri alanı, sadece mesleki uygulamaları açısından değil, eğitim açısından da sürdürülebilir tasarım ile ilgili kriterleri kapsayacak şekilde gelişmeli ve değişmelidir. Eğitim açısından gerekli olduğu değerlendirilen bu değişimin önemli bir parçası da öğretim ve öğrenim yöntemlerindeki değişikliklerdir. Pek çok farklı alandaki lisans bölümlerinde sürdürülebilirlik ile ilgili kriterlerin öğretim programlarına entegre edilebilmesi amacı ile “Probleme Dayalı Öğrenim” (problem based learning) ilkeleri kullanılmakta ve çalışmalarda önerilmektedir. Bu makalede ise bir endüstri ürünleri tasarımı bölümü stüdyo/proje dersinde probleme dayalı öğrenim ilkelerinin sürdürülebilir tasarım eğitimine yönelik olarak uygulanması ele alınmaktadır. Sonuçlar, İstanbul Teknik Üniversitesi’nde yürütülen ve sürdürülebilirlik ile ilgili kriterlerin endüstri tasarımı bölümleri öğretim programlarına entegrasyonu amacı ile önerilerin geliştirildiği bir doktora çalışmasından alınmıştır. Öneriler bir stüdyo/proje dersinde uygulanmış ve öğrenci projelerinin analiz edilmesi ile önerinin faydası ölçülmüştür.

Kaynakça

  • Bhamra, T., Lofthouse, V. (2007). Design for Sustai- nability A Practical Approach. (R. Cooper, Ed.) (s. 185). Hampshire: Gower.
  • Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Ana- lizi El Kitabı: İstatistik, Araştırma Deseni, SPSS Uygulamları ve Yorum (14th ed.). Ankara: Pegem Akademi.
  • Ceulemans, K., De Prins, M. (2010). Teacher’s ma- nual and method for SD integration in curricula. Journal of Cleaner Production, 18(7), 645–651. doi:10.1016/j.jclepro.2009.09.014
  • Chen, W., You, M. (2010). Student response to an In- ternet-mediated industrial design studio course. International Journal of Technology and Design Education, 20(2), 151–174. doi:10.1007/s10798- 008-9068-2
  • Clune, S. (2010). Deep Learning and Industrial De- sign Education for Sustainability. Connected 2010- 2nd. International Conference on Design Education 28 Haziran-1 Temmuz, University of South Wales, Sydney. Sydney, Australia.
  • Corcoran, P. B., Walker, K., Wals, A. (2004). Case studies, make-your-case studies, and case stories: a critique of case-study methodology in sustainability in hig- her education. Environmental Education Research, 10(1), 7–21. doi:10.1080/1350462032000173670
  • Cotton, D. R. E., Warren, M. F., Maiboroda, O., Bailey, I. (2007). Sustainable development, higher edu- cation and pedagogy: a study of lecturers’ beliefs and attitudes. Environmental Education Research, 13(5), 579–597. doi:10.1080/13504620701659061
  • Diehl, J. C., Brezet, H. (2004). Design for Sustainabi- lity: An approach for International Development, Transfer and Local Implementation. In Environ- mental Management for Sustainable Universities (EMSU) 2004 International Conference on Sustai- nable Development Education: Holistic and Integra- tive Educational and Management Approaches for Ensuring Sustainable Societies. Monterrey, Mexico.
  • Douvlou, E. (2006). Effective Teaching and Learning : Integrating Problem- based Learning in the Teac- hing of Sustainable Design. CEBE Transactions, 3(2), 23–37.
  • Du, X., Su, L., Liu, J. (2013). Developing sustainabi- lity curricula using the PBL method in a Chinese context. Journal of Cleaner Production, 61, 80–88. doi:10.1016/j.jclepro.2013.01.012
  • Dutton, T. A. (1987). Design and studio pedagogy. Jo- urnal of Architectural Education, 41(1), 16–25.
  • Elkington, J. (1997). CANNIBALS WITH FORKS The Triple Bottom Line of 21st Century Business. Busi- ness (s. 402). Oxford: Capstone Publishing Limited.
  • Fry, T. (1993). Re-thinking ecodesign. Object, 43.
  • Graaff, E. De, Kolmos, A. (2003). Characteristics of Problem-Based Learning. Int. J. Engng Ed., 19(5), 657–662.
  • Huntzinger, D. N., Hutchins, M. J., Gierke, J. S., Sut- herland, J. W. (2007). Enabling Sustainable Thin- king in undergraduate engineering education. Int. J. Engng Ed., 23(2), 218–230.
  • Kumar, M., Natarajan, U. (2007). A problem-based learning model: showcasing an educational pa- radigm shift. Curriculum Journal, 18(1), 89–102. doi:10.1080/09585170701292216
  • Major, C. H., Palmer, B. (2001). Assessing the Effecti- veness of Problem Based Learning in higher edu- cation: Lessons from the Literature. Academic Exc- hange Quarterly, 5(1).
  • Margolin, V., Margolin, S. (2002). A “ Social Model ” of Design : Issues of practice and research. Design Issues, 18(4), 24–30.
  • Mckee, N., Eon, M. D., Trinder, K. (2013). Problem- based learning for inter-professional education : evidence from an inter-professional PBL module on palliative care. Canadian Medical Education Jo- urnal, 4(1), 35–48.
  • Morris, R., Childs, P., ve Hamilton, T. (2007). Sustaina- bility by design: a reflection on the suitability of pe- dagogic practice in design and engineering courses in the teaching of sustainable design. European Journal of Engineering Education, 32(2), 135–142. doi: 10.1080/03043790601118549
  • Orr, D. W. (2004). Earth in Mind: On Education, Envi- ronment, and the Human Prospect (10th Anniv., s. 240). Washington DC: Island Press.
  • Papanek, V. (1985). Design for the real world : human ecology and social change (2nd ed., s. 394). London: Thames & Hudson.
  • Ramirez, M. (2006). Sustainability in the education of industrial designers: the case for Australia. Interna- tional Journal of Sustainability in Higher Education, 7(2), 189–202. doi:10.1108/14676370610655959
  • Ramirez, M. J. (2007). Promoting Sustainability thro- ugh Industrial Design Studio Projects. Connected 2007 InternationalConference on Design Education 9-12 Temmuz, University of New South Wales (s.1- 5). Sydney.
  • UNEP. (n.d.). Organization Profile. 17-12-2014 tari- hinde http://www.unep.org/PDF/UNEPOrganiza- tionProfile.pdf adresinden erişildi.
  • Vezzoli, C. (2003). A new generation of designers: perspectives for education and training in the fi- eld of sustainable design. Experiences and projects at the Politecnico di Milano University. Journal of Cleaner Production, 11(1), 1–9. doi:10.1016/S0959- 6526(02)00057-4
  • Walker, S. (2006). Sustainable by Design Explorations in Theory and Practice. Design (s. 257). London: Earthscan.
  • WCED (1987). Our Common Future. Oxford Univer- sity Press, Oxford.
  • Welsh, M. A., Murray, D. L. (2003). The ecollaborative : Teaching sustainability through critical pedagogy. Journal of Management Education, 27(2), 220.
  • Yılmaz, T. (2014). Sürdürülebilirilik ile İlgili Kriterlerin Türkiye’deki Endüstri Ürünleri Tasarımı Bölümleri- nin Öğretim Programlarına Entegrasyonu: Bir Yön- tem Önerisi. Yayınlanmamış doktora tezi, İstanbul Teknik Üniversitesi. İstanbul, Türkiye.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Tolga Yılmaz Bu kişi benim

Özlem Er Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2015
Gönderilme Tarihi 13 Ocak 2016
Yayımlandığı Sayı Yıl 2015 Cilt: 15 Sayı: 4

Kaynak Göster

APA Yılmaz, T., & Er, Ö. (2015). Endüstri Ürünleri Tasarımı Bölümlerinde Sürdürülebilir Tasarım Eğitimine Yönelik Öğretim Yaklaşımları ve Proje Dersleri İçin Uygulama Önerileri. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 15(4), 21-30. https://doi.org/10.18037/ausbd.98038