Mimetic Teaching Strategy in Design Education: Relationship Between Students' Learning Style and Creativity

Dilek Aybek Özdemir; Aysu Akalın

Makale detayları

Mimetic Teaching Strategy in Design Education: Relationship Between Students' Learning Style and Creativity

Yazarlar:

Dilek Aybek Özdemir | Aysu Akalın

Yayıncı:

Selcuk University

Ana Başlıklar:

Mimari Tasarım | Mimarlık (Diğer)

Dergi:

Journal of Design Planning and Aesthetics Research Vol.3 Issue 1, pp.24-55

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001317101

pISSN:

2822-4175

Anahtar kelimeler:

Özet:

 This research focuses on the relationship between students learning style change and the components of creativity in a design studio environment where mimetic teaching strategy is adopted. It is assumed in the study that the change in learning style is associated with the level of creativity in the design process and product. The theoretical framework of this study, which focuses on the learning strategy of a total of 13 students taking the second-year architectural design project course in the architecture department throughout the semester, is formed by Rhodes 4Ps Person, Press, Process, and Product. According to this, the skill of reasoning person by Sloman and Pahl  Beitz associative-variant  hybrid-adaptable  metaphorical-original; resource utilization in the design process press by Casakin, Akalın, and Özkan  Akalın within domains hybrid- between domains; design process process by Rittel linear  non-linear and the created product product by Gentner  Markman and Welling application-analogy-combination-abstraction were analyzed based on the theoretical framework. Analysis findings showed that students who experienced different learning styles at the beginning and end of the semester were in a constant search by adopting a non-linear design process, and these students reached the original design by using metaphorical reasoning. Students using associative reasoning with a linear process struggled to abstractly analyze ill defined design problems, which led them to generate variants of solved design problems. One way to break this situation is to guide learners to find examples that will lead them to metaphorical reasoning, activate their relationship with place context, and lead them to metaphorical reasoning. Since creativity is closely related to the ability to restructure and reinterpret, the metaphorical reasoning strategy in developing solutions with mimetic approaches should be encouraged as a tool that shows students different thinking alternatives, and original or adaptable designs should be encouraged.

 This research focuses on the relationship between students learning style change and the components of creativity in a design studio environment where mimetic teaching strategy is adopted. It is assumed in the study that the change in learning style is associated with the level of creativity in the design process and product. The theoretical framework of this study, which focuses on the learning strategy of a total of 13 students taking the second-year architectural design project course in the architecture department throughout the semester, is formed by Rhodes 4Ps Person, Press, Process, and Product. According to this, the skill of reasoning person by Sloman and Pahl  Beitz associative-variant  hybrid-adaptable  metaphorical-original; resource utilization in the design process press by Casakin, Akalın, and Özkan  Akalın within domains hybrid- between domains; design process process by Rittel linear  non-linear and the created product product by Gentner  Markman and Welling application-analogy-combination-abstraction were analyzed based on the theoretical framework. Analysis findings showed that students who experienced different learning styles at the beginning and end of the semester were in a constant search by adopting a non-linear design process, and these students reached the original design by using metaphorical reasoning. Students using associative reasoning with a linear process struggled to abstractly analyze ill defined design problems, which led them to generate variants of solved design problems. One way to break this situation is to guide learners to find examples that will lead them to metaphorical reasoning, activate their relationship with place context, and lead them to metaphorical reasoning. Since creativity is closely related to the ability to restructure and reinterpret, the metaphorical reasoning strategy in developing solutions with mimetic approaches should be encouraged as a tool that shows students different thinking alternatives, and original or adaptable designs should be encouraged.

 This research focuses on the relationship between students learning style change and the components of creativity in a design studio environment where mimetic teaching strategy is adopted. It is assumed in the study that the change in learning style is associated with the level of creativity in the design process and product. The theoretical framework of this study, which focuses on the learning strategy of a total of 13 students taking the second-year architectural design project course in the architecture department throughout the semester, is formed by Rhodes 4Ps Person, Press, Process, and Product. According to this, the skill of reasoning person by Sloman and Pahl  Beitz associative-variant  hybrid-adaptable  metaphorical-original; resource utilization in the design process press by Casakin, Akalın, and Özkan  Akalın within domains hybrid- between domains; design process process by Rittel linear  non-linear and the created product product by Gentner  Markman and Welling application-analogy-combination-abstraction were analyzed based on the theoretical framework. Analysis findings showed that students who experienced different learning styles at the beginning and end of the semester were in a constant search by adopting a non-linear design process, and these students reached the original design by using metaphorical reasoning. Students using associative reasoning with a linear process struggled to abstractly analyze ill defined design problems, which led them to generate variants of solved design problems. One way to break this situation is to guide learners to find examples that will lead them to metaphorical reasoning, activate their relationship with place context, and lead them to metaphorical reasoning. Since creativity is closely related to the ability to restructure and reinterpret, the metaphorical reasoning strategy in developing solutions with mimetic approaches should be encouraged as a tool that shows students different thinking alternatives, and original or adaptable designs should be encouraged.

 This research focuses on the relationship between students learning style change and the components of creativity in a design studio environment where mimetic teaching strategy is adopted. It is assumed in the study that the change in learning style is associated with the level of creativity in the design process and product. The theoretical framework of this study, which focuses on the learning strategy of a total of 13 students taking the second-year architectural design project course in the architecture department throughout the semester, is formed by Rhodes 4Ps Person, Press, Process, and Product. According to this, the skill of reasoning person by Sloman and Pahl  Beitz associative-variant  hybrid-adaptable  metaphorical-original; resource utilization in the design process press by Casakin, Akalın, and Özkan  Akalın within domains hybrid- between domains; design process process by Rittel linear  non-linear and the created product product by Gentner  Markman and Welling application-analogy-combination-abstraction were analyzed based on the theoretical framework. Analysis findings showed that students who experienced different learning styles at the beginning and end of the semester were in a constant search by adopting a non-linear design process, and these students reached the original design by using metaphorical reasoning. Students using associative reasoning with a linear process struggled to abstractly analyze ill defined design problems, which led them to generate variants of solved design problems. One way to break this situation is to guide learners to find examples that will lead them to metaphorical reasoning, activate their relationship with place context, and lead them to metaphorical reasoning. Since creativity is closely related to the ability to restructure and reinterpret, the metaphorical reasoning strategy in developing solutions with mimetic approaches should be encouraged as a tool that shows students different thinking alternatives, and original or adaptable designs should be encouraged.

Makale detayları

Mimetic Teaching Strategy in Design Education: Relationship Between Students' Learning Style and Creativity

Yazarlar:

Dilek Aybek Özdemir | Aysu Akalın

Yayıncı:

Selcuk University

Ana Başlıklar:

Mimari Tasarım | Mimarlık (Diğer)

Dergi:

Journal of Design Planning and Aesthetics Research Vol.3 Issue 1, pp.24-55

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001317101

pISSN:

2822-4175

Architectural Design Studio

Creativity

Learning Style

Mimetic Approach

Metaphorical Reasoning

Sayı

Makale detayları

Mimetic Teaching Strategy in Design Education: Relationship Between Students' Learning Style and Creativity

Yazarlar: Dilek Aybek Özdemir | Aysu Akalın

Yayıncı: Selcuk University

Ana Başlıklar: Mimari Tasarım | Mimarlık (Diğer)

Dergi: Journal of Design Planning and Aesthetics Research Vol.3 Issue 1, pp.24-55

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001317101

pISSN: 2822-4175

Architectural Design Studio

Creativity

Learning Style

Mimetic Approach

Metaphorical Reasoning

Sayı

Yazarlar:

Dilek Aybek Özdemir | Aysu Akalın

Yayıncı:

Selcuk University

Ana Başlıklar:

Mimari Tasarım | Mimarlık (Diğer)

Dergi:

Journal of Design Planning and Aesthetics Research Vol.3 Issue 1, pp.24-55

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001317101

pISSN:

2822-4175