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Design stories: An action research study on students' skill development through the portfolio process

Cilt: 23 Sayı: 2026 5 Eylül 2026
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Design stories: An action research study on students' skill development through the portfolio process

Öz

This action research aims to support the systematic development of landscape architecture students' technical and aesthetic skills by examining their portfolio design processes and to reveal how students construct their unique design identities through the portfolio process. The study was conducted with third- and fourth-year undergraduate students enrolled in the Department of Landscape Architecture, Faculty of Architecture, İzmir Demokrasi University, during the Spring Semester of the 2024–2025 academic year. Initially, 21 volunteer students were included in the research; however, because the course was not mandatory and students had concurrent academic workloads, the study was completed with 4 students selected through purposive sampling. The implementation, carried out between 05.03.2025 and 25.07.2025, comprised 10 sessions totalling 18 hours and focused on Adobe InDesign, typography, colour theory, and layout design. Data were collected via a preliminary information form, in-class video recordings, student and researcher journals, semi-structured interviews, and final portfolio designs, and analysed using thematic analysis. The findings suggest that the portfolio design process enabled students to move away from monotonous templates and develop a distinctive visual language. The process also appears to have deepened their awareness of visual hierarchy and use of space, supported the development of their digital tool competencies, and strengthened their reflective thinking skills by allowing them to critically evaluate their past work from a distance. These findings indicate that the portfolio design process in landscape architecture education should be regarded not merely as a means of producing technical output, but as a pedagogical process that fosters students' design identity and reflective thinking skills.

Anahtar Kelimeler

Portfolio design, action research, design education, landscape architecture, creative processes

Destekleyen Kurum

İzmir Demokrasi University

Proje Numarası

BAP HIZ-DEP, GSF/2501

Etik Beyan

This research was approved by the İzmir Demokrasi University Scientific Research and Publication Ethics Committee for Social Sciences and Humanities, at its meeting dated 08.01.2025, Protocol No. 2025/01, Decision No. 2025/01-05.

Kaynakça

  1. Caferoğlu, M. (2025). Portfolyo tasarım süreci aşamalarına yönelik bir öneri. Sanat & Tasarım Dergisi, 15(Özel sayı), 119-143. https://doi.org/10.20488/sanattasarim.1803976
  2. Colabella, S., Pugnale, A., Mack, M., & Woo, C. M. M. (2023). Supporting the journey of architecture students towards graduation through a design ePortfolio. Frontiers in Education, 8, Article 1169363. https://doi.org/10.3389/feduc.2023.1169363
  3. Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. The Guilford Press.
  4. Eisenman, S. (2006). Building design portfolios: Innovative concepts for presenting your work. Rockport Publishers.
  5. Fallowfield, S., Urtel, M., Swinford, R., Angermeier, L., & Plopper, A. (2019). A case study in ePortfolio implementation: A department-wide perspective. International Journal of ePortfolio, 9(2), 111–118.
  6. Fazal, M., & Goldsby, D. (2001). Now that your students have created web-based digital portfolios, how do you evaluate them?. Journal of Technology and Teacher Education, 9(4), 607–616.
  7. Johnson, A. P. (2014). A short guide to action research (Y. Uzuner & M. Ö. Anay, Trans.). Anı Yayıncılık.
  8. Keller, M. (2010). Design matters: Portfolios 01: An essential primer for today's competitive market. Rockport Publishers.
  9. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall. Linton, H. (2003). Portfolio design (3rd ed.). W. W. Norton & Company.
  10. Myers, D. R. (2014). The graphic designer's guide to portfolio design (3rd ed.). John Wiley & Sons.

Kaynak Göster

APA
Tanyel Başar, Ç. (2026). Design stories: An action research study on students’ skill development through the portfolio process. OPUS Journal of Society Research, 23(2026), 1-15. https://doi.org/10.26466/opusjsr.2004032
AMA
1.Tanyel Başar Ç. Design stories: An action research study on students’ skill development through the portfolio process. OPUS TAD. 2026;23(2026):1-15. doi:10.26466/opusjsr.2004032
Chicago
Tanyel Başar, Çiğdem. 2026. “Design stories: An action research study on students’ skill development through the portfolio process”. OPUS Journal of Society Research 23 (2026): 1-15. https://doi.org/10.26466/opusjsr.2004032.
EndNote
Tanyel Başar Ç (01 Eylül 2026) Design stories: An action research study on students’ skill development through the portfolio process. OPUS Journal of Society Research 23 2026 1–15.
IEEE
[1]Ç. Tanyel Başar, “Design stories: An action research study on students’ skill development through the portfolio process”, OPUS TAD, c. 23, sy 2026, ss. 1–15, Eyl. 2026, doi: 10.26466/opusjsr.2004032.
ISNAD
Tanyel Başar, Çiğdem. “Design stories: An action research study on students’ skill development through the portfolio process”. OPUS Journal of Society Research 23/2026 (01 Eylül 2026): 1-15. https://doi.org/10.26466/opusjsr.2004032.
JAMA
1.Tanyel Başar Ç. Design stories: An action research study on students’ skill development through the portfolio process. OPUS TAD. 2026;23:1–15.
MLA
Tanyel Başar, Çiğdem. “Design stories: An action research study on students’ skill development through the portfolio process”. OPUS Journal of Society Research, c. 23, sy 2026, Eylül 2026, ss. 1-15, doi:10.26466/opusjsr.2004032.
Vancouver
1.Çiğdem Tanyel Başar. Design stories: An action research study on students’ skill development through the portfolio process. OPUS TAD. 01 Eylül 2026;23(2026):1-15. doi:10.26466/opusjsr.2004032