Experiential Learning in Daylighting Course through Performance Measurements

Yıl 2023, Cilt: 8 Sayı: 3, 123 - 130, 04.03.2024

Semih Göksel Yıldırım Stuart W. Baur Thomas G. Yarbrough Matthew Nıeters

https://doi.org/10.19072/ijet.1336902

Öz

The main objective of this study is to adapt research studies on performance measurements for daylighting design to education. An experimental course has been introduced in Missouri University of Science and Technology, and the curriculum was developed by including active learning beside the traditional learning environment. The parameters used in the schematic design and design development stages are presented, and the curriculum topics and practical experience are explained in the study. Particularly performance measurements are associated with course assignments. Curriculum results are evaluated qualitatively with assignment results and quantitatively with surveys. Current and emerging metrics are included in lab assignments and results of course assessments show that emerging metrics in daylighting technology and practical experience had attraction over participants. As a result of the evaluation of two sample courses, differences emerge regarding the courses that can be given at undergraduate and graduate levels. These differences are grouped into traditional lecture learning environments and experiential learning environments. The learning outcomes of the course curricula are summarized as gaining the knowledge and skills to communicate technically at the level of design practitioner for the student aiming for undergraduate graduation and at the level of the research community for the student aiming for graduate level.

Anahtar Kelimeler

Daylighting, Performance measurement, Experiential learning, Course curricula

Performans Ölçümü Yoluyla Günışığı Aydınlatma Dersinde Deneyimsel Öğrenme

Öz

Bu çalışmanın temel amacı, günışığı tasarımı için performans ölçümleri üzerine yapılan araştırma çalışmalarını eğitime uyarlamaktır. Bir Orta Batı Üniversitesi'nde deneysel bir ders açılmış ve müfredat geleneksel öğrenme ortamının yanında aktif öğrenmeyi de içerecek şekilde geliştirilmiştir. Çalışmada şematik tasarım ve tasarım geliştirme aşamalarında kullanılan parametreler sunulmuş, müfredat konuları ve uygulama deneyimleri açıklanmıştır. Özellikle performans ölçümleri ders ödevleri ile ilişkilendirilmiştir. Müfredat sonuçları ödev sonuçları ile niteliksel, anketler ile niceliksel olarak değerlendirilmektedir. Güncel ve gelişmekte olan ölçümler laboratuvar ödevlerine dahil edilmiştir ve ders değerlendirmelerinin sonuçları, günışığı teknolojisindeki gelişmekte olan ölçümlerin ve pratik deneyimin katılımcılar üzerinde çekiciliği olduğunu göstermektedir. İki örnek dersin değerlendirilmesi sonucunda, lisans ve lisansüstü düzeyde verilebilecek derslere ilişkin farklılıklar ortaya çıkmıştır. Bu farklılıklar geleneksel ders öğrenme ortamları ve deneyimsel öğrenme ortamları olarak gruplandırılmıştır. Ders müfredatlarının öğrenme çıktıları, lisans mezuniyetini hedefleyen öğrenci için tasarım uygulayıcısı düzeyinde, yüksek lisans düzeyini hedefleyen öğrenci için ise araştırma topluluğu düzeyinde teknik iletişim kurma bilgi ve becerisinin kazandırılması olarak özetlenmiştir.

Anahtar Kelimeler

Günışığı, performans ölçümü, deneyimsel öğrenme, ders müfredatı

Kaynakça

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