Abstract
This study explores how students of architecture characterize design. It focuses on the transformation of students’ conception of design as they move from first year to fourth year in their undergraduate education. The study employs surveys and in-depth interviews with selected groups of students from all four levels among the students of architecture in the Department of Architecture in the Faculty of Fine Arts and Design in Izmir University of Economics. It was found that first year students mostly characterize design as an artistic activity and this characterization changes towards a more problem-solving oriented conception of design among the fourth year students. The conception of design is constructed on the basis of the recognition of end products as art objects among first year students while fourth year students tend to define design in reference to the design process.
Keywords
design education, design learning, design studio
Citation
Taneri, B., and Dogan, F. (2012) How Architectural Students Characterize Design, in Israsena, P., Tangsantikul, J. and Durling, D. (eds.), Research: Uncertainty Contradiction Value - DRS International Conference 2012, 1-4 July, Bangkok, Thailand. https://dl.designresearchsociety.org/drs-conference-papers/drs2012/researchpapers/133
How Architectural Students Characterize Design
This study explores how students of architecture characterize design. It focuses on the transformation of students’ conception of design as they move from first year to fourth year in their undergraduate education. The study employs surveys and in-depth interviews with selected groups of students from all four levels among the students of architecture in the Department of Architecture in the Faculty of Fine Arts and Design in Izmir University of Economics. It was found that first year students mostly characterize design as an artistic activity and this characterization changes towards a more problem-solving oriented conception of design among the fourth year students. The conception of design is constructed on the basis of the recognition of end products as art objects among first year students while fourth year students tend to define design in reference to the design process.