Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2024, Cilt: 6 Sayı: 1, 31 - 46, 20.07.2024
https://doi.org/10.46474/jds.1446089

Öz

Kaynakça

  • Atmodiwirjo, P. (2014). Space affordances, adaptive responses and sensory integration by autistic children. International Journal of Design, 8(3), 35-47.
  • Austerlitz, N. (2007). The internal point of view: studying design students' emotional experience in the studio via phenomenography and ethnography. Art, Design & Communication in Higher Education, 5(3), 165-177. https://doi.org/10.1386/adch.5.3.165_1.
  • Biber, D. D., & Brandenburg, G. (2020). A photovoice analysis of experiences during a short-term study abroad trip to Belize. Reflective Practice, 21(5), 619-628. https://doi.org/10.1080/14623943.2020.1784867
  • Catalani, C., & Minkler, M. (2010). Photovoice: A review of the literature in health and public health. Health Education & Behavior, 37(3), 424-451. https://doi.org/10.1177/1090198109342084.
  • Costantini, M., Ambrosini, E., Tieri, G., Sinigaglia, C., & Committeri, G. (2010). Where does an object trigger an action? An investigation about affordances in space. Experimental Brain Research, 207, 95-103. DOI 10.1007/s00221-010-2435-8
  • Çil, E., & Demirel-Özer, S. (2021). Mimari habitusun eşiği olarak ilk yıl mimari tasarım stüdyoları. METU Journal of the Faculty of Architecture, 38(1), 139-160. http://dx.doi.org/10.4305/metu.jfa.2021.1.3
  • de Borba, G. S., Alves, I. M., & Campagnolo, P. D. B. (2020). How learning spaces can collaborate with student engagement and enhance student-faculty interaction in higher education. Innovative Higher Education, 45(1), 51-63. https://doi.org/10.1007/s10755-019-09483-9
  • Demirbaş, Ö. O., & Demirkan, H. (2007). Learning styles of design students and the relationship of academic performance and gender in design education. Learning and Instruction, 17(3), 345-359.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath and Company
  • Dewey, J. (1980). Art as experience. Perigee Books.
  • Dewey, J. (2004). Democracy and education: An introduction to the philosophy of education. Aakar Books, (Original work published 1915).
  • Emig, J. (2020). Writing as a mode of learning. In C. Bazerman, D. Russell (Eds.) Landmark essays (pp. 89-96). Routledge. Freire, P. (2005a). Education for critical consciousness. Continuum. (Original work published 1974)
  • Freire, P. (2005b). Pedagogy of the oppressed. (M. Bergman Ramos Trans.) Continuum. (Original work published 1970)
  • Freire, P. (2007). Pedagogy of the heart. (D. Macedo & A. Oliveira Trans.) Continuum. (Original work published 1997)
  • Fleming, J., Mahoney, J., Carlson, E., & Engebretson, J. (2009). An ethnographic approach to interpreting a mental illness photovoice exhibit. Archives of Psychiatric Nursing, 23(1), 16-24.
  • Friedman, K. (2002). Design curriculum challenges for today’s university. In A. Davies (Ed.), Enhancing the curricula: Exploring effective curricula practices in art, design and communication in higher education (pp. 27-63). The Centre.
  • Geertz, C. (1973). The interpretation of cultures: Selected essays. New York: Basic Books.
  • Gibson, J. J. (2014). The theory of affordances (1979). In J. J. Gieseking, W. Mangold, C. Katz, S. Low, S. Saegert (Eds.), The people, place, and space reader (pp. 56-60). Routledge. (Original work published 1979)
  • Goldschmidt, G., Hochman, H., & Dafni, I. (2010). The design studio “crit”: Teacher–student communication. Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 24(3), 285-302.
  • Hamilton, O. (2018). Commoning interior design pedagogy. Interiors, 9(2), 122-139. https://doi.org/10.1080/20419112.2019.1565678.
  • Harrietha, B., Pelley, J., Badaiki, W., Wells, S. V., & Shea, J. M. (2023). Photovoice as an instructional tool—creatively learning social justice theory. International Journal of Qualitative Studies in Education, 1-20. https://doi.org/10.1080/09518398.2023.2181428
  • Hergenrather, K. C., Rhodes, S. D., Cowan, C. A., Bardhoshi, G., & Pula, S. (2009). Photovoice as community-based participatory research: A qualitative review. American Journal of Health Behavior, 33(6), 686-698.
  • Kauppila, T. (2018). Interiors of pedagogy. Interiors, 9(2), 194-206. https://doi.org/10.1080/20419112.2019.1573519.
  • Kim, M. K. (2021). Affordance-based interior design with occupants' behavioural data. Indoor and Built Environment, 30(9), 1373-1389. DOI: 10.1177/1420326X20948015
  • Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.
  • Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & Gaming, 40(3), 297-327.
  • Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Education, Inc.
  • Kuloğlu, N., & Asasoğlu, A. O. (2010). Indirect expression as an approach to improving creativity in design education. Procedia-Social and Behavioral Sciences, 9, 1674-1686.
  • Maier, J. R., Fadel, G. M., & Battisto, D. G. (2009). An affordance-based approach to architectural theory, design, and practice. Design Studies, 30(4), 393-414.
  • McNamara, D. S., & Allen, L. K. (2017). Toward an integrated perspective of writing as a discourse process. In M. F. Schober, D.N. Rapp, and M. A. Britt (Eds.). The Routledge handbook of discourse processes. (pp. 362-389). New York, NY: Routledge. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, (74), 5-12.
  • Murray, G., & Fujishima, N. (2013). Social language learning spaces: Affordances in a community of learners. Chinese Journal of Applied Linguistics, 36(1), 141-157.
  • Norman, D. A. (1999). Affordance, conventions, and design. Interactions, 6(3), 38-43.
  • Ochsner, J. K. (2000). Behind the mask: A psychoanalytic perspective on interaction in the design studio. Journal of Architectural Education, 53(4), 194-206.
  • Osiurak, F., Rossetti, Y., & Badets, A. (2017). What is an affordance? 40 years later. Neuroscience & Biobehavioral Reviews, 77, 403-417.
  • Pithouse, K. (2011). Picturing the self: Drawing as a method for self-study. In: Theron L. C., Mitchell C., Smith A., Stuart J. (Eds.), Picturing research: Drawings as visual methodology, (pp. 37-48). Rotterdam: Sense Publishers
  • Rands, M. L., & Gansemer-Topf, A. M. (2017). The Room Itself Is Active: How classroom design impacts student engagement. Journal of Learning Spaces, 6(1), 26-33.
  • Rands, M. L., & Gansemer-Topf, A. M. (2020). An ethnographic case study of affordances in an architecture design studio. Teachers College Record, 122(8), 1-48.
  • Sachs, A. (1999). Stuckness' in the design studio. Design Studies, 20(2), 195-209.
  • Sawyer, R. K. (2019). Dialogic status in design education: Authority and peer relations in studio class conversations. Social Psychology Quarterly, 82(4), 407-430.
  • Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass. Van Den Akker, J. (2014). Art-based learning: Painting the journey of self-realisation. Reflective Practice, 15(6), 751-765. https://doi.org/10.1080/14623943.2014.944133
  • Vyas, D., Van der Veer, G., & Nijholt, A. (2013). Creative practices in the design studio culture: collaboration and communication. Cognition, Technology & Work, 15, 415-443. DOI 10.1007/s10111-012-0232-9
  • Vygotsky, L. S. (2012). Thought and language. MIT press.
  • Wainwright, M., Bingham, S., & Sicwebu, N. (2017). Photovoice and photodocumentary for enhancing community partner engagement and student learning in a public health field school in Cape Town. Journal of Experiential Education, 40(4), 409-424.
  • Wang, C. C., & Burris, M. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21(2), 171-186.
  • Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369-387.
  • Wang, C. C. (1999). Photovoice: A participatory action research strategy applied to women's health. Journal of Women's Health, 8(2), 185-192.
  • Wang, C. C., Cash, J. L., & Powers, L. S. (2000). Who knows the streets as well as the homeless? Promoting personal and community action through photovoice. Health Promotion Practice, 1(1), 81-89.
  • Wass, R., Anderson, V., Rabello, R., Golding, C., Rangi, A., & Eteuati, E. (2020). Photovoice as a research method for higher education research. Higher Education Research & Development, 39(4), 834-850. https://doi.org/10.1080/07294360.2019.1692791
  • Woolford, S. J., Khan, S., Barr, K. L., Clark, S. J., Strecher, V. J., & Resnicow, K. (2012). A picture may be worth a thousand texts: obese adolescents' perspectives on a modified photovoice activity to aid weight loss. Childhood Obesity, 8(3), 230-236. DOI: 10.1089/chi.2011.0095

Design Students’ Affordance-based Messages in an Undesigned Design Studio

Yıl 2024, Cilt: 6 Sayı: 1, 31 - 46, 20.07.2024
https://doi.org/10.46474/jds.1446089

Öz

In this study, as PhD candidates and teaching assistants working in the Interior Architecture Department of the Faculty of Architecture at Istanbul Technical University (ITU) we aimed to explore the interrelationship between the students’ messages and the studio’s affordances by using participant observation and photovoice methods in the classes we attended in the same physical space. We used the photographs taken by us during the studio courses as the central data set to explore the messages triggered by the studio affordances, which are formed based on the complex environments and relationships created by the limited physical facilities of our design studio, the high student quotas and the large project groups using the same physical space at different and even the exact times. Through collaborative commentary and reflective writing, we produced written and visual reports on the final themes at the conclusion of the analysis process. Finally, we concluded that the four main themes, namely, direct message, indirect message, transcendent message, and no message but action, guided us in exploring and explaining our studio’s affordances.

Kaynakça

  • Atmodiwirjo, P. (2014). Space affordances, adaptive responses and sensory integration by autistic children. International Journal of Design, 8(3), 35-47.
  • Austerlitz, N. (2007). The internal point of view: studying design students' emotional experience in the studio via phenomenography and ethnography. Art, Design & Communication in Higher Education, 5(3), 165-177. https://doi.org/10.1386/adch.5.3.165_1.
  • Biber, D. D., & Brandenburg, G. (2020). A photovoice analysis of experiences during a short-term study abroad trip to Belize. Reflective Practice, 21(5), 619-628. https://doi.org/10.1080/14623943.2020.1784867
  • Catalani, C., & Minkler, M. (2010). Photovoice: A review of the literature in health and public health. Health Education & Behavior, 37(3), 424-451. https://doi.org/10.1177/1090198109342084.
  • Costantini, M., Ambrosini, E., Tieri, G., Sinigaglia, C., & Committeri, G. (2010). Where does an object trigger an action? An investigation about affordances in space. Experimental Brain Research, 207, 95-103. DOI 10.1007/s00221-010-2435-8
  • Çil, E., & Demirel-Özer, S. (2021). Mimari habitusun eşiği olarak ilk yıl mimari tasarım stüdyoları. METU Journal of the Faculty of Architecture, 38(1), 139-160. http://dx.doi.org/10.4305/metu.jfa.2021.1.3
  • de Borba, G. S., Alves, I. M., & Campagnolo, P. D. B. (2020). How learning spaces can collaborate with student engagement and enhance student-faculty interaction in higher education. Innovative Higher Education, 45(1), 51-63. https://doi.org/10.1007/s10755-019-09483-9
  • Demirbaş, Ö. O., & Demirkan, H. (2007). Learning styles of design students and the relationship of academic performance and gender in design education. Learning and Instruction, 17(3), 345-359.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath and Company
  • Dewey, J. (1980). Art as experience. Perigee Books.
  • Dewey, J. (2004). Democracy and education: An introduction to the philosophy of education. Aakar Books, (Original work published 1915).
  • Emig, J. (2020). Writing as a mode of learning. In C. Bazerman, D. Russell (Eds.) Landmark essays (pp. 89-96). Routledge. Freire, P. (2005a). Education for critical consciousness. Continuum. (Original work published 1974)
  • Freire, P. (2005b). Pedagogy of the oppressed. (M. Bergman Ramos Trans.) Continuum. (Original work published 1970)
  • Freire, P. (2007). Pedagogy of the heart. (D. Macedo & A. Oliveira Trans.) Continuum. (Original work published 1997)
  • Fleming, J., Mahoney, J., Carlson, E., & Engebretson, J. (2009). An ethnographic approach to interpreting a mental illness photovoice exhibit. Archives of Psychiatric Nursing, 23(1), 16-24.
  • Friedman, K. (2002). Design curriculum challenges for today’s university. In A. Davies (Ed.), Enhancing the curricula: Exploring effective curricula practices in art, design and communication in higher education (pp. 27-63). The Centre.
  • Geertz, C. (1973). The interpretation of cultures: Selected essays. New York: Basic Books.
  • Gibson, J. J. (2014). The theory of affordances (1979). In J. J. Gieseking, W. Mangold, C. Katz, S. Low, S. Saegert (Eds.), The people, place, and space reader (pp. 56-60). Routledge. (Original work published 1979)
  • Goldschmidt, G., Hochman, H., & Dafni, I. (2010). The design studio “crit”: Teacher–student communication. Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 24(3), 285-302.
  • Hamilton, O. (2018). Commoning interior design pedagogy. Interiors, 9(2), 122-139. https://doi.org/10.1080/20419112.2019.1565678.
  • Harrietha, B., Pelley, J., Badaiki, W., Wells, S. V., & Shea, J. M. (2023). Photovoice as an instructional tool—creatively learning social justice theory. International Journal of Qualitative Studies in Education, 1-20. https://doi.org/10.1080/09518398.2023.2181428
  • Hergenrather, K. C., Rhodes, S. D., Cowan, C. A., Bardhoshi, G., & Pula, S. (2009). Photovoice as community-based participatory research: A qualitative review. American Journal of Health Behavior, 33(6), 686-698.
  • Kauppila, T. (2018). Interiors of pedagogy. Interiors, 9(2), 194-206. https://doi.org/10.1080/20419112.2019.1573519.
  • Kim, M. K. (2021). Affordance-based interior design with occupants' behavioural data. Indoor and Built Environment, 30(9), 1373-1389. DOI: 10.1177/1420326X20948015
  • Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.
  • Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & Gaming, 40(3), 297-327.
  • Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Education, Inc.
  • Kuloğlu, N., & Asasoğlu, A. O. (2010). Indirect expression as an approach to improving creativity in design education. Procedia-Social and Behavioral Sciences, 9, 1674-1686.
  • Maier, J. R., Fadel, G. M., & Battisto, D. G. (2009). An affordance-based approach to architectural theory, design, and practice. Design Studies, 30(4), 393-414.
  • McNamara, D. S., & Allen, L. K. (2017). Toward an integrated perspective of writing as a discourse process. In M. F. Schober, D.N. Rapp, and M. A. Britt (Eds.). The Routledge handbook of discourse processes. (pp. 362-389). New York, NY: Routledge. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, (74), 5-12.
  • Murray, G., & Fujishima, N. (2013). Social language learning spaces: Affordances in a community of learners. Chinese Journal of Applied Linguistics, 36(1), 141-157.
  • Norman, D. A. (1999). Affordance, conventions, and design. Interactions, 6(3), 38-43.
  • Ochsner, J. K. (2000). Behind the mask: A psychoanalytic perspective on interaction in the design studio. Journal of Architectural Education, 53(4), 194-206.
  • Osiurak, F., Rossetti, Y., & Badets, A. (2017). What is an affordance? 40 years later. Neuroscience & Biobehavioral Reviews, 77, 403-417.
  • Pithouse, K. (2011). Picturing the self: Drawing as a method for self-study. In: Theron L. C., Mitchell C., Smith A., Stuart J. (Eds.), Picturing research: Drawings as visual methodology, (pp. 37-48). Rotterdam: Sense Publishers
  • Rands, M. L., & Gansemer-Topf, A. M. (2017). The Room Itself Is Active: How classroom design impacts student engagement. Journal of Learning Spaces, 6(1), 26-33.
  • Rands, M. L., & Gansemer-Topf, A. M. (2020). An ethnographic case study of affordances in an architecture design studio. Teachers College Record, 122(8), 1-48.
  • Sachs, A. (1999). Stuckness' in the design studio. Design Studies, 20(2), 195-209.
  • Sawyer, R. K. (2019). Dialogic status in design education: Authority and peer relations in studio class conversations. Social Psychology Quarterly, 82(4), 407-430.
  • Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass. Van Den Akker, J. (2014). Art-based learning: Painting the journey of self-realisation. Reflective Practice, 15(6), 751-765. https://doi.org/10.1080/14623943.2014.944133
  • Vyas, D., Van der Veer, G., & Nijholt, A. (2013). Creative practices in the design studio culture: collaboration and communication. Cognition, Technology & Work, 15, 415-443. DOI 10.1007/s10111-012-0232-9
  • Vygotsky, L. S. (2012). Thought and language. MIT press.
  • Wainwright, M., Bingham, S., & Sicwebu, N. (2017). Photovoice and photodocumentary for enhancing community partner engagement and student learning in a public health field school in Cape Town. Journal of Experiential Education, 40(4), 409-424.
  • Wang, C. C., & Burris, M. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21(2), 171-186.
  • Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369-387.
  • Wang, C. C. (1999). Photovoice: A participatory action research strategy applied to women's health. Journal of Women's Health, 8(2), 185-192.
  • Wang, C. C., Cash, J. L., & Powers, L. S. (2000). Who knows the streets as well as the homeless? Promoting personal and community action through photovoice. Health Promotion Practice, 1(1), 81-89.
  • Wass, R., Anderson, V., Rabello, R., Golding, C., Rangi, A., & Eteuati, E. (2020). Photovoice as a research method for higher education research. Higher Education Research & Development, 39(4), 834-850. https://doi.org/10.1080/07294360.2019.1692791
  • Woolford, S. J., Khan, S., Barr, K. L., Clark, S. J., Strecher, V. J., & Resnicow, K. (2012). A picture may be worth a thousand texts: obese adolescents' perspectives on a modified photovoice activity to aid weight loss. Childhood Obesity, 8(3), 230-236. DOI: 10.1089/chi.2011.0095
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İç Mimarlık
Bölüm Research Articles
Yazarlar

Fırat Küçükersen 0000-0002-5795-7300

Gözde Gökdemir 0000-0002-6717-6241

Uğur Efe Uçar 0000-0002-1080-3080

Erken Görünüm Tarihi 16 Temmuz 2024
Yayımlanma Tarihi 20 Temmuz 2024
Gönderilme Tarihi 2 Mart 2024
Kabul Tarihi 3 Mayıs 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 6 Sayı: 1

Kaynak Göster

APA Küçükersen, F., Gökdemir, G., & Uçar, U. E. (2024). Design Students’ Affordance-based Messages in an Undesigned Design Studio. Journal of Design Studio, 6(1), 31-46. https://doi.org/10.46474/jds.1446089

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