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ATÖLYE YÜRÜTÜCÜLERİNİN BİLGİSAYARIN MİMARLIK EĞİTİMİNDEKİ ROLÜ ÜSTÜNE DÜŞÜNCELERİ: BİR ÖRNEK ÇALIŞMA

DESIGN INSTRUCTOR’S PERSPECTIVE ON THE ROLE OF COMPUTERS IN ARCHITECTURAL EDUCATION: A CASE STUDY

Journal Name:

  • Orta Doğu Teknik Üniversitesi Mimarlık Fakültesi Dergisi

Publication Year:

  • 2007

Key Words:

Keywords (Original Language):

Author Name
Abstract (2. Language): 
Bu makale, bilgisayarın mimarlık eğitimindeki rolüne ait atölye yürütücülerinin görüşlerini örneklemektedir. Bu amaçla ucu açık sorular ve söyleşileri içeren niteliksel bir araştırma atölye yürütücülerinin tasarım ve bilgisayar ilişkisini nasıl değerlendirdiklerini ve kavramsallaştırdıklarını tanımlamak ve açımlamak amacıyla yapılmıştır. Bir yandan, stüdyo yürütücüleri arasında bilgisayarın tasarım sürecindeki rolüne dair keskin ayrımlar yapılıp yapılamayacağı araştırılırken, diğer yandan, varsa, yürütücülerin bilgisayara karşı dirençlerinin nedenleri anlaşılmaya çalışılmıştır. Makale, araştırmanın bulgularını sunduktan sonra farklı sonuçların arasındaki ilişkiyi konuyla ilgili literatür bağlamında tartışmaktadır.
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Abstract (Original Language): 
This paper reports the findings of a case study aimed to explore the design instructors’ opinions on the role of computers in architectural education. A qualitative research, incorporating a survey and semi-structured interviews, have been conducted. The objective of the research is to explore and identify the instructors’ conceptualizations and evaluations of the relationship between design and computers in education. We aimed to understand whether there is a certain divide among the design faculty between those who see computers merely as representational tools and those who see them potentials for a different design thinking and mechanism. Specifically, we seek to understand the possible sources of the instructors’ resistance to CAD. Having described the findings of the survey, the paper concludes by a discussion on the possible relations among the answers given to survey and the literature reviewed.
FULL TEXT (PDF): 
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  • 2
123-136
  • English

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