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Evaluation of Interior Architecture Education Research in the Web of Science Database: Bibliometric and Science Mapping Analysis

Yıl 2023, , 385 - 405, 31.07.2023

Emine Banu Burkut

https://doi.org/10.30785/mbud.1263207
Cited By: 3

Öz

The aim of study is a bibliometric analysis of the publications in the Web of Science database related to interior design education. The research was carried out between 10 January and 12 February 2023. Searches in the TIT-ABS-KEY field of WOS search engine. "Interior architecture education" (Topic) OR "interior architecture education*” (Topic) OR “interior design education” (Topic) OR "interior design education*” (Topic) generating 125 publications on the subject. Most of these were “Proceeding Paper” with 66 publications and in the top position of “Educational Research” with 65 publications; the “Architecture” category came in second with 26 publications. In addition, “Procedia Social and Behavioral Sciences” resulted in 25 publications and the “Journal of Interior Design” in 12 publications. Among the WOS indexes, “CPCI-SSH” contains 62 publications. The words most frequently used by authors are interior architecture education, interior architecture, design studio, education, sustainability, design, creativity, design thinking, design processes, and computer-aided design.

Anahtar Kelimeler

Interior design education interior architecture education bibliometric analysis science mapping web of science

Teşekkür

The article complies with national and international research and publication ethics. Ethics committee permission was not required for the study.

Kaynakça

  • Abd Aziz, F. S., Abdullah, K. H., Harith, S. H. & Sofyan, D. (2022). Trends and evolution of road user behaviour research: A bibliometric review. International Journal of Information Science and Management (IJISM), 20(3), 69-93.
  • Adıgüzel, D. & Ciravoglu, A. (2013). Environmental approach in interior design education in Turkey. ICONARP International Journal of Architecture and Planning, 1(2), 164-188.
  • Afacan, Y. (2012). Investigating the effects of group working in studying interior architecture. Procedia - Social and Behavioral Sciences, 51, 506-511.
  • Afacan, Y. (2016). Exploring the effectiveness of blended learning in interior design education. Innovations in Education and Teaching International, 53(5), 508-518.
  • Amro, D. K. (2022). The impact of COVID‐19 lockdown on design students’ performance case study in the UAE. International Journal of Art & Design Education, 41(1), 108-124.
  • Al-Salem, M. (2014). The role of human experience in enhancing Arab traditional identity awareness in interior design education in Kuwait (Doctoral dissertation, University of Lincoln).
  • Aşkın, G. D. (2020). İç mimarlık eğitimi temel tasarım sürecinde yaratıcı düşüncenin geliştirilmesine yönelik bir yöntem önerisi. Mimar Sinan Güzel Sanatlar Üniversitesi Fen Bilimleri Enstitüsü Doktora Tezi, İstanbul.
  • Aşkın, G. D. (2018). Creative Thinking in Interior Architecture Education: Basic Design Courses. In SHS Web of Conferences (Vol. 48, p. 01052). EDP Sciences.
  • Aşkın, G. D. (2019). Gamification of design process in interior architecture education: Who? with whom? where? how?. In SHS Web of Conferences (Vol. 66, p. 01040). EDP Sciences.
  • Augustin, S. (2014). Designing for collaboration and collaborating for design. Journal of Interior Design, 39(1), 9– 18.
  • Blossom, N. & Thompson, J. A. A. (2015). The Handbook of Interior Design. John Wiley & Sons.
  • Botti-Salitsky, R. M. (2005). Evaluation of a virtual design studio for interior design education (Doctoral dissertation, Capella University).
  • Burkut, E. B. & Köseoğlu, E. (2022). Mimarlık alanında çocuklarla ilgili yayınların bibliyometrik analizi ve bibliyografik haritaları. Journal of Architectural Sciences and Applications, 7(2), 511-527.
  • Buzan, T. & Buzan, B. (2002). How to mind map. London: Thorsons.
  • Buzan, T. (2006). Mind mapping. Pearson Education.
  • Chai, K. H. & Xiao, X. (2012). Understanding design research: A bibliometric analysis of design studies (1996– 2010). Design Studies, 33(1), 24-43.
  • Cho, J. Y. & Suh, J. (2019). Understanding spatial ability in interior design education: 2D‐to‐3D visualization proficiency as a predictor of design performance. Journal of Interior Design, 44(3), 141-159.
  • Cordan, Ö., Görgül, E., Numan, B. & Çinçik, B. (2014). Curriculum development in interior architecture education: ITU case. A| Z ITU Journal of the Faculty of Architecture, 11(1), 185-197.
  • Çavuş, O. K. & Kaptan, B. H. B. (2022). Components of design thinking and its evaluation in the framework of interior design education. Anadolu Universitesi Sanat & Tasarim Dergisi-Anadolu University Journal of Art & Design.
  • Demirbas, O. & Demirkan, H. (2000). Privacy dimensions: A case study in the interior architecture design studio, Journal of Environmental Psychology, 20 (1), 53-64.
  • Demirbaş, Ö. O. (2001). The relation of learning styles and performance scores of the students in interior architecture education. (PhD). Bilkent University, Ankara, Turkey.
  • Demirbaş, Ö. O. (2017). The fundamentals of interior design. The Design Journal 20 (4): 537-542.
  • Demirkan, H. (2009). Ergonomics and universal design in interior architecture education. METU Journal of the Faculty of Architecture, 26(2).
  • Demirkan, H. & Demirbaş, Ö. O. (2010). The effects of learning styles and gender on the academic performance of interior architecture students. Procedia-Social and Behavioral Sciences, 2(2), 1390-1394.
  • Dickinson, J. I., Anthony, L. A. & Marsden, J. P. (2012). A survey on practitioner attitudes toward research in interior design education. Journal of Interior Design, 37, 1 - 22.
  • Edwards, S. & Cooper, N. (2010). Mind mapping as a teaching resource. The Clinical Teacher, 7(4), 236-239.
  • Eriş, E. & Ağan, M. (2020). Türkiye’deki iç mimarlık eğitim programlarının karşılaştırılmalı analizi: mesleki kimlik karmaşasının incelenmesi. Mimarlık ve Yaşam, 5 (2), 423-439. DOI: 10.26835/my.794120
  • Eyüboğlu, H., & Büyükçam, S. F. (2022). Lisans ve lisansüstü derslerle Türkiye’de güncel iç mimarlık eğitimi. Yakın Doğu Üniversitesi Yakın Mimarlık Dergisi, 6(2).
  • Fathallah, R. (2021). Pedagogies for democratic participation in design studios: Towards more inclusive group work among interior design students. International Journal of Art & Design Education, 40(4), 736-747.
  • Fitoz, I. (2015). Interior design education programs during historical periods. Procedia-Social and Behavioral Sciences, 174, 4122-4129.
  • Fowles, D. L. (1991). Interior design education in the year 2000: A challenge to change. Journal of Interior Design Education and Research, 17(2), 17-24.
  • Garip, B. & Garip, E. (2012). Addressing environmental design in interior architecture education: Reflections on the interior design studio. Procedia-Social and Behavioral Sciences, 51, 972-979.
  • Google Books. (2023). Google Books Ngram Viewer. Access Address (02.03.2023):https://books.google.com/ngrams/
  • Guerin, D. A. & Thompson, J. A. A. (2004). Interior design education in the 21st century: An educational transformation. Journal of Interior Design, 30(2), 1-12.
  • Guerin, D. A. (1991). Issues facing interior design education in the twenty–first century. Journal of Interior Design Education and Research, 17(2), 9-16.
  • Gökhan, Ç. B. & Atasoy, A. (2005). İç mimarlık eğitim programı tasarımı ve geliştirme modeli önerisi. İTÜ Dergisi/a: Mimarlık, Planlama, Tasarım, 4(2), 25-39.
  • Gül, Ö. (2015). A study on instructional methods used in CAD courses in interior architecture education. Procedia-Social and Behavioral Sciences, 174, 1758-1763.
  • Gürçınar, E. & Esen, Ö. C. (2018). The Application of Augmented Reality in Interior Design Education. DS 91: Proceedings of NordDesign 2018, Linköping, Sweden, 14th-17th August 2018.
  • Gürel, M. Ö. & Potthoff, J. K. (2006). Interior design in architectural education. International Journal of Art & Design Education, 25(2), 217-230.
  • Hadjiyanni, T. (2020). Decolonizing interior design education. Journal of Interior Design, 45(2), 3-9.
  • Hasırcı, D., Bakır Küçükkaya, İ., Edes, Z., Tatari, M. H., Rolla, S., Çalışkanelli, M. & Kabaçam, G. (2022). Concept and scale focus in interior design education: An adaptive reuse museum project. Journal of Architectural Sciences and Applications, 7 (2), 652-673.
  • Hynes, W. & Kwon, H. J. (2018). An Evaluation of oral presentation competency in interior design education. International Journal of Art & Design Education, 37(3), 387-398.
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  • Kamal Zoubi, M., Mohammad Issa, M., Alqamaz, S., Lababneh, H., Yousef Kassawneh, F. & Atef Jaradat, H. (2023). The Impact of the Covid-19 Pandemic on Interior Design Students’ Performance in Jordanian Universities. Journal Of Organizational Behavior Research, 8, 25-38.
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Web of Science Veri Tabanındaki İç Mimarlık Eğitimi Araştırmalarının Değerlendirilmesi: Bibliyometrik ve Bilim Haritalama Analizi

Yıl 2023, , 385 - 405, 31.07.2023

Emine Banu Burkut

https://doi.org/10.30785/mbud.1263207
Cited By: 3

Öz

Bu makalenin amacı iç mimarlık eğitimiyle ilgili Web of Science veri tabanındaki yayınların bibliyometrik analizini yapmaktır. Araştırma 10 Ocak-12 Şubat 2023 tarihleri arasında gerçekleştirilmiştir. Web of Science veri tabanında başlık-özet-anahtar kelimelerinde “iç mimarlık eğitimi” veya “iç mimarlık eğitimi*” veya “iç mekân tasarım eğitimi” veya “iç mekân tasarım eğitimi*” kelimeleriyle araştırılmıştır. Buna göre konuyla ilgili 125 yayına erişilmiştir. Bu sonuçlara göre doküman türü olarak 66 yayın sayısıyla en fazla konferans bildirisi bulunmaktadır. “Eğitim Araştırmaları” kategorisinde 65 yayın bulunmaktadır. “Mimarlık” kategorisi 26 yayınla ikinci sırada gelmektedir. Ayrıca “Procedia Social and Behavioral Sciences” 25 yayın ve “Journal of Interior Design” dergisi12 yayına sahiptir. WoS indekslerinden “Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH)” 62 yayını bulunmaktadır. Yazarların yayınlarında en çok kullandıkları kelimeler ise iç mimarlık eğitimi, iç mimarlık, tasarım stüdyosu, eğitim, sürdürülebilirlik, tasarım, yaratıcılık, tasarım düşüncesi, tasarım odaklı düşünme, tasarım süreçleri ve bilgisayar destekli tasarımdır.

Anahtar Kelimeler

İç mimarlık eğitimi bibliyometrik analiz bilim haritalama web of science

Kaynakça

  • Abd Aziz, F. S., Abdullah, K. H., Harith, S. H. & Sofyan, D. (2022). Trends and evolution of road user behaviour research: A bibliometric review. International Journal of Information Science and Management (IJISM), 20(3), 69-93.
  • Adıgüzel, D. & Ciravoglu, A. (2013). Environmental approach in interior design education in Turkey. ICONARP International Journal of Architecture and Planning, 1(2), 164-188.
  • Afacan, Y. (2012). Investigating the effects of group working in studying interior architecture. Procedia - Social and Behavioral Sciences, 51, 506-511.
  • Afacan, Y. (2016). Exploring the effectiveness of blended learning in interior design education. Innovations in Education and Teaching International, 53(5), 508-518.
  • Amro, D. K. (2022). The impact of COVID‐19 lockdown on design students’ performance case study in the UAE. International Journal of Art & Design Education, 41(1), 108-124.
  • Al-Salem, M. (2014). The role of human experience in enhancing Arab traditional identity awareness in interior design education in Kuwait (Doctoral dissertation, University of Lincoln).
  • Aşkın, G. D. (2020). İç mimarlık eğitimi temel tasarım sürecinde yaratıcı düşüncenin geliştirilmesine yönelik bir yöntem önerisi. Mimar Sinan Güzel Sanatlar Üniversitesi Fen Bilimleri Enstitüsü Doktora Tezi, İstanbul.
  • Aşkın, G. D. (2018). Creative Thinking in Interior Architecture Education: Basic Design Courses. In SHS Web of Conferences (Vol. 48, p. 01052). EDP Sciences.
  • Aşkın, G. D. (2019). Gamification of design process in interior architecture education: Who? with whom? where? how?. In SHS Web of Conferences (Vol. 66, p. 01040). EDP Sciences.
  • Augustin, S. (2014). Designing for collaboration and collaborating for design. Journal of Interior Design, 39(1), 9– 18.
  • Blossom, N. & Thompson, J. A. A. (2015). The Handbook of Interior Design. John Wiley & Sons.
  • Botti-Salitsky, R. M. (2005). Evaluation of a virtual design studio for interior design education (Doctoral dissertation, Capella University).
  • Burkut, E. B. & Köseoğlu, E. (2022). Mimarlık alanında çocuklarla ilgili yayınların bibliyometrik analizi ve bibliyografik haritaları. Journal of Architectural Sciences and Applications, 7(2), 511-527.
  • Buzan, T. & Buzan, B. (2002). How to mind map. London: Thorsons.
  • Buzan, T. (2006). Mind mapping. Pearson Education.
  • Chai, K. H. & Xiao, X. (2012). Understanding design research: A bibliometric analysis of design studies (1996– 2010). Design Studies, 33(1), 24-43.
  • Cho, J. Y. & Suh, J. (2019). Understanding spatial ability in interior design education: 2D‐to‐3D visualization proficiency as a predictor of design performance. Journal of Interior Design, 44(3), 141-159.
  • Cordan, Ö., Görgül, E., Numan, B. & Çinçik, B. (2014). Curriculum development in interior architecture education: ITU case. A| Z ITU Journal of the Faculty of Architecture, 11(1), 185-197.
  • Çavuş, O. K. & Kaptan, B. H. B. (2022). Components of design thinking and its evaluation in the framework of interior design education. Anadolu Universitesi Sanat & Tasarim Dergisi-Anadolu University Journal of Art & Design.
  • Demirbas, O. & Demirkan, H. (2000). Privacy dimensions: A case study in the interior architecture design studio, Journal of Environmental Psychology, 20 (1), 53-64.
  • Demirbaş, Ö. O. (2001). The relation of learning styles and performance scores of the students in interior architecture education. (PhD). Bilkent University, Ankara, Turkey.
  • Demirbaş, Ö. O. (2017). The fundamentals of interior design. The Design Journal 20 (4): 537-542.
  • Demirkan, H. (2009). Ergonomics and universal design in interior architecture education. METU Journal of the Faculty of Architecture, 26(2).
  • Demirkan, H. & Demirbaş, Ö. O. (2010). The effects of learning styles and gender on the academic performance of interior architecture students. Procedia-Social and Behavioral Sciences, 2(2), 1390-1394.
  • Dickinson, J. I., Anthony, L. A. & Marsden, J. P. (2012). A survey on practitioner attitudes toward research in interior design education. Journal of Interior Design, 37, 1 - 22.
  • Edwards, S. & Cooper, N. (2010). Mind mapping as a teaching resource. The Clinical Teacher, 7(4), 236-239.
  • Eriş, E. & Ağan, M. (2020). Türkiye’deki iç mimarlık eğitim programlarının karşılaştırılmalı analizi: mesleki kimlik karmaşasının incelenmesi. Mimarlık ve Yaşam, 5 (2), 423-439. DOI: 10.26835/my.794120
  • Eyüboğlu, H., & Büyükçam, S. F. (2022). Lisans ve lisansüstü derslerle Türkiye’de güncel iç mimarlık eğitimi. Yakın Doğu Üniversitesi Yakın Mimarlık Dergisi, 6(2).
  • Fathallah, R. (2021). Pedagogies for democratic participation in design studios: Towards more inclusive group work among interior design students. International Journal of Art & Design Education, 40(4), 736-747.
  • Fitoz, I. (2015). Interior design education programs during historical periods. Procedia-Social and Behavioral Sciences, 174, 4122-4129.
  • Fowles, D. L. (1991). Interior design education in the year 2000: A challenge to change. Journal of Interior Design Education and Research, 17(2), 17-24.
  • Garip, B. & Garip, E. (2012). Addressing environmental design in interior architecture education: Reflections on the interior design studio. Procedia-Social and Behavioral Sciences, 51, 972-979.
  • Google Books. (2023). Google Books Ngram Viewer. Access Address (02.03.2023):https://books.google.com/ngrams/
  • Guerin, D. A. & Thompson, J. A. A. (2004). Interior design education in the 21st century: An educational transformation. Journal of Interior Design, 30(2), 1-12.
  • Guerin, D. A. (1991). Issues facing interior design education in the twenty–first century. Journal of Interior Design Education and Research, 17(2), 9-16.
  • Gökhan, Ç. B. & Atasoy, A. (2005). İç mimarlık eğitim programı tasarımı ve geliştirme modeli önerisi. İTÜ Dergisi/a: Mimarlık, Planlama, Tasarım, 4(2), 25-39.
  • Gül, Ö. (2015). A study on instructional methods used in CAD courses in interior architecture education. Procedia-Social and Behavioral Sciences, 174, 1758-1763.
  • Gürçınar, E. & Esen, Ö. C. (2018). The Application of Augmented Reality in Interior Design Education. DS 91: Proceedings of NordDesign 2018, Linköping, Sweden, 14th-17th August 2018.
  • Gürel, M. Ö. & Potthoff, J. K. (2006). Interior design in architectural education. International Journal of Art & Design Education, 25(2), 217-230.
  • Hadjiyanni, T. (2020). Decolonizing interior design education. Journal of Interior Design, 45(2), 3-9.
  • Hasırcı, D., Bakır Küçükkaya, İ., Edes, Z., Tatari, M. H., Rolla, S., Çalışkanelli, M. & Kabaçam, G. (2022). Concept and scale focus in interior design education: An adaptive reuse museum project. Journal of Architectural Sciences and Applications, 7 (2), 652-673.
  • Hynes, W. & Kwon, H. J. (2018). An Evaluation of oral presentation competency in interior design education. International Journal of Art & Design Education, 37(3), 387-398.
  • IFI. (2023). International Federation of Interior Architects/Designers. Access Address (01.03.2023): https://ifiworld.org/
  • IIDA. (2023). International Interior Design Association, Access Address (01.06.2023): https://iida.org/about/what-is-interior-design
  • İslamoğlu, Ö. & Deger, K. O. (2015). The location of computer aided drawing and hand drawing on design and presentation in the interior design education. Procedia - Social and Behavioral Sciences, 182, 607-612.
  • Kamal Zoubi, M., Mohammad Issa, M., Alqamaz, S., Lababneh, H., Yousef Kassawneh, F. & Atef Jaradat, H. (2023). The Impact of the Covid-19 Pandemic on Interior Design Students’ Performance in Jordanian Universities. Journal Of Organizational Behavior Research, 8, 25-38.
  • Kaptan, B. B. (2016). An Interior architecture/design education model within the scope of new approaches. Online Journal of Art and Design, 4(2).
  • Karslı, U. T. & Özker, S. (2014). The contributions of workshops on formal interior architecture education. Procedia-Social and Behavioral Sciences, 152, 47-52.
  • Karslı, U. T. (2015). Factors influencing function and form decisions of interior architectural design studio students. Procedia-social and behavioral sciences, 174, 1090-1098.
  • Kaya, P. & Bilgiç, D. E. (2020). The process of creativity and concept development in interior architecture design education. Turkish Online Journal of Design Art and Communication, 10 (3), 271-284.
  • Kılıç, T. (2020). Sanal gerçeklik teknolojisinin iç mimarlık eğitiminde kullanılmasına yönelik bir öğretim modeli önerisi. Mimar Sinan Güzel Sanatlar Üniversitesi Fen Bilimleri Enstitüsü Doktora Tezi, İstanbul.
  • Konkel, M. T. (2014). Build–to–Learn: An examination of pedagogical practices in interior design education. Journal of Interior Design, 39(2), 1-16.
  • Liu, C. (2020). The students’ experiences of studio-based learning in undergraduate interior design education at Nankai University in China and Arizona State University in the United States (Order No. 27959534). Available from ProQuest Dissertations & Theses Global. (2409134676). Retrieved from https://www.proquest.com/dissertations-theses/students-experiences-studio-based- learning/docview/2409134676/se-2
  • Meggs, S. M., Greer, A. & Collins, S. (2012). Virtual reality in interior design education: Enhanced outcomes through constructivist engagement in Second Life. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 7(1), 19-35.
  • Mitton, M. (2012). Interior design visual presentation: a guide to graphics, models and presentation techniques. John Wiley & Sons.
  • Olguntürk, N. & Demirkan, H. (2009). Ergonomics and universal design in interior architecture education. METU Journal of the Faculty of Architecture, 26(2).
  • Ozkan, A. & Yildirim, K. (2016). Comparison of conventional and computer-aided drafting methods from the view of time and drafting quality. Eurasian Journal of Educational Research, 16(62).
  • Özkan, D. G., Alpak, E. M. & Düzenli, T. (2016). Tasarım eğitiminde yaratıcılığın geliştirilmesi: Peyzaj mimarlığı çevre tasarımı stüdyo çalışması. IJASOS-International E-journal of Advances in Social Sciences, 2(4), 136-143.
  • Özker, S. (2014). Role of expression techniques in interior architecture education. Procedia-Social and Behavioral Sciences, 152, 41-46.
  • Özker, S. & Makaklı, E. S. (2016). In the context of interior architecture departments in Turkey; design studio (project) education. In SHS Web of Conferences (Vol. 26, p. 01023). EDP Sciences.
  • Özker, S. (2014). Role of expression techniques in interior architecture education. Procedia-Social and Behavioral Sciences, 152, 41-46.
  • Park, E. J. & Lee, S. (2022). Creative thinking in the architecture design studio: Bibliometric analysis and literature review. Buildings, 12(6), 828.
  • Pektaş, Ş. T., Aybar, N. Ş., Savut, N. Y. & McKinnon, H. (2015). Integrating green building approaches to interior architecture education: a cross-cultural study. Open House International, 40(3), 24-31.
  • Rauf, H. L., Gunce K. & Ozersay, M. O. (2020). Self-advocacy for first-year students in interior architecture design studios. Open House International, 45(4), 465-479.
  • Sakarya, K. (2019). İç Mimarlik Eğitimine Yönelik Uzaktan Eğitim Modeli Önerileri. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 28(2), 388-401.
  • Sagun, A. (1999). Use of virtual environments in interior design education: A case study with VRML (Order No. 29049562). Available from ProQuest Dissertations & Theses Global. (2665127025). Retrieved from https://www.proquest.com/dissertations-theses/use-virtual-environments-interior- design/docview/2665127025/se-2
  • Sarawgi, T. (2006). Survey on the use of lighting design software in architecture and interior design undergraduate education. International Journal of Architectural Computing, 4(4), 91-108.
  • Sauvé, J. S., Mongeon, P. & Larivière, V. (2022). From art to science: A bibliometric analysis of architectural scholarly production from 1980 to 2015. Plos one, 17(11), e0276840.
  • Seamon, D. (2015). The phenomenological contribution to interior design education and research: Place, environmental embodiment, and architectural sustenance. The handbook of interior design, 415-431.
  • Schön, D. A. (1985). The design studio: An exploration of its traditions and potentials. International Specialized Book Service Incorporated.
  • Stark, J. & Park, J. G. (2016). Interior design students perceptions of sustainability", International Journal of Sustainability in Higher Education, Vol. 17 No. 3, pp. 361-377.
  • Sully, A. (2015). Interior Design: conceptual basis. Springer.
  • Şekerci, C. (2020). Parametrik Tasarım Yaklaşımının İç Mimarlık Eğitimine Etkisi. Hacettepe Üniversitesi Güzel Sanatlar Enstitüsü, Doktora Tezi, Ankara.
  • Tanrıöver, S., Ceylanlı, Z. & Sunar, P. (2015). The analysis of a hybrid educational approach in interior architecture design studio: The case of Bahçeşehir University. Open House International, 40(2), 80-87.
  • Tavşan, F. O. & Küçük, P. (2014). Trial a new learning technique in interior design education; the abstraction of furniture components by using body language and sounds. Procedia-Social and Behavioral Sciences, 122, 98-104.
  • Tavşan, F. & Sönmez, E. (2013). Interaction of fashion and interior design styles in interior architecture education; Workshop study. Procedia-Social and Behavioral Sciences, 89, 687-691.
  • Thamrin, D., Wardani, L. K., Sitindjak, R. H. I. & Natadjaja, L. (2019). Experiential learning through community co‐ design in interior design pedagogy. International Journal of Art & Design Education, 38(2), 461-477.
  • Yalçin, M. (2015). “Exploratory” and “Descriptive” aspects of environmental psychology course within the interior design education. Procedia-Social and Behavioral Sciences, 174, 3531-3541.
  • Yaşar, D. (2022). Trends of research on interıors: A bibliometric analysis of the interiors: Design, Architecture, Culture Journal. Contemporary Issues ın Archıtecture and Urban Plannıng, 18.
  • YÖKTEZ. (2023). Council of Higher Education. Thesis Center. Access Address (01.03.2023): (https://tez.yok.gov.tr).
  • Van Eck, N. & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538.
  • VOSviewer (2023). Welcome to VOSviewer, Visualing Scientific Landscapes. Access Address (15.02.2023): https://www.vosviewer.com/
  • Whiting, P., Cullen, V., Adkins, H. & Chatteur, F. (2023). A New Retail Interior Design Education Paradigm for a Circular Economy. Sustainability, 15(2), 1487.
  • WOS (2023). Search, Access Address (02.03.2023): https://www.webofscience.com/wos/woscc/basic-search.
  • Zhao, X., Zuo, J., Wu, G. & Huang, C. (2019). A bibliometric review of green building research 2000–2016. Architectural Science Review, 62(1), 74-88.
  • Zuo, Q., Leonard, W. & MaloneBeach, E. E. (2010). Integrating performance-based design in beginning interior design education: an interactive dialog between the built environment and its context. Design Studies, 31(3), 268-287.
Toplam 86 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Mimarlık, İç Mimarlık
Bölüm Araştırma Makaleleri
Yazarlar

Emine Banu Burkut 0000-0003-0252-4054

Yayımlanma Tarihi 31 Temmuz 2023
Gönderilme Tarihi 10 Mart 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Burkut, E. B. (2023). Evaluation of Interior Architecture Education Research in the Web of Science Database: Bibliometric and Science Mapping Analysis. Journal of Architectural Sciences and Applications, 8(1), 385-405. https://doi.org/10.30785/mbud.1263207

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26583MBUD DERGİ KÜNYESİ / JASA JOURNAL TAG



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