A Computer Aided Model for Supporting Design Education
Educating effective architect designers is an important
goal of architectural education. But what contributes to students-
performance, and to critical and creative thinking in architectural
design education? Besides teaching architecture students how to
understand logical arguments, eliminate the inadequate solutions and
focus on the correct ones, it is also crucial to teach students how to
focus on exploring ideas and the alternative solutions and seeking for
other right answers rather than one. This paper focuses on the
enhancing architectural design education and may provide
implications for enhancing teaching design.
[1] R. Oxman, "Educating The Designerly Thinker", Design Studies, 20,
Elsevier, 1999, pp 105-122
[2] M. Minsky, Semantic Information Processing, Cambridge: MIT Press,
1968.
[3] K. Meniru, H. Rivard, C. Bedard, "Specification For Computer-Aided
Conceptual Building Design", Design Studies, 24, Elsevier, 2003, pp 51-
71.
[4] R. S. Adams, J. Turns, C. J., Atman, "Educating Effective Engineering
Designers: The Role Of Reflective Practice", Design Studies, 24,
Elsevier, 2003, pp 275-294
[5] J. Piaget, Development And Learning, In R.E.Ripple &V.N.Rockcastle
(Eds.), Piaget Rediscovered, Ithaca, 1964, pp 7-20.
[6] E. Ackermann, Piaget-s Constructivism, Papert-s Constructionism:
What-s The Difference?, http://learning.media.mit.edu/ content/
publications/ EA.Piaget_Papert.pdf, 2004.
[7] D.G. Boyle, A Students- Guide To Piaget, Oxford: Pergamon Press,
1969, p.146.
[8] Y. Kalay, Architecture-s New Media: Principles, Theories And Methods
Of Computer-Aided Design, The Cambridge, Massachussetts: MIT
Press, 2004, pp foreword, 15.
[9] P.G. Rowe, Design Thinking: Cambridge, Massachusetts: The MIT
Press, 1987, pp. 50-55.
[10] H.W.J. Rittel, and M.M. Webber, "Dilemmas In A General Theory Of
Planning", Policy Sciences, 4, 1973, pp. 155-169.
[11] O. Akin, "Exploration Of The Design Process", Crit15, Architectural
Student Journal, New York: American Institute of Architecture
Students, 1985, pp. 23-28.
[12] O. Akin, C. Lin, "Design Protocol Data And Novel Design Decisions",
Design Studies, 24, Elsevier, 1995, pp. 51-71
[13] M. Kavakli, J. Gero, "The Structure Of Concurrent Cognitive Actions: A
Case Study On Novice And Expert Designers, Design Studies, Vol 23,
Issue 1, Elsevier,, 2002, pp. 25-40.
[14] A. Salama, New Trends In Architectural Education, Designing The
Design Studio, North Caroline: Tailored Text&Unlimited, 1995.
[15] L.Y. Tokman, "CollaborativeÔÇÿE-Design-", http://www.arch.usyd.edu.au/
kcdc/ journal/vol3/dcnet/tokman/, Design Computing On The Net,
International Journal Of Design Computing, vol..3, 2000.
[16] R. Eisentraut, Styles Of Problem Solving And Their Influence On The
Design Process, Design Studies, vol. 20, no 5, Elsevier, 1999, pp 431-
437.
[1] R. Oxman, "Educating The Designerly Thinker", Design Studies, 20,
Elsevier, 1999, pp 105-122
[2] M. Minsky, Semantic Information Processing, Cambridge: MIT Press,
1968.
[3] K. Meniru, H. Rivard, C. Bedard, "Specification For Computer-Aided
Conceptual Building Design", Design Studies, 24, Elsevier, 2003, pp 51-
71.
[4] R. S. Adams, J. Turns, C. J., Atman, "Educating Effective Engineering
Designers: The Role Of Reflective Practice", Design Studies, 24,
Elsevier, 2003, pp 275-294
[5] J. Piaget, Development And Learning, In R.E.Ripple &V.N.Rockcastle
(Eds.), Piaget Rediscovered, Ithaca, 1964, pp 7-20.
[6] E. Ackermann, Piaget-s Constructivism, Papert-s Constructionism:
What-s The Difference?, http://learning.media.mit.edu/ content/
publications/ EA.Piaget_Papert.pdf, 2004.
[7] D.G. Boyle, A Students- Guide To Piaget, Oxford: Pergamon Press,
1969, p.146.
[8] Y. Kalay, Architecture-s New Media: Principles, Theories And Methods
Of Computer-Aided Design, The Cambridge, Massachussetts: MIT
Press, 2004, pp foreword, 15.
[9] P.G. Rowe, Design Thinking: Cambridge, Massachusetts: The MIT
Press, 1987, pp. 50-55.
[10] H.W.J. Rittel, and M.M. Webber, "Dilemmas In A General Theory Of
Planning", Policy Sciences, 4, 1973, pp. 155-169.
[11] O. Akin, "Exploration Of The Design Process", Crit15, Architectural
Student Journal, New York: American Institute of Architecture
Students, 1985, pp. 23-28.
[12] O. Akin, C. Lin, "Design Protocol Data And Novel Design Decisions",
Design Studies, 24, Elsevier, 1995, pp. 51-71
[13] M. Kavakli, J. Gero, "The Structure Of Concurrent Cognitive Actions: A
Case Study On Novice And Expert Designers, Design Studies, Vol 23,
Issue 1, Elsevier,, 2002, pp. 25-40.
[14] A. Salama, New Trends In Architectural Education, Designing The
Design Studio, North Caroline: Tailored Text&Unlimited, 1995.
[15] L.Y. Tokman, "CollaborativeÔÇÿE-Design-", http://www.arch.usyd.edu.au/
kcdc/ journal/vol3/dcnet/tokman/, Design Computing On The Net,
International Journal Of Design Computing, vol..3, 2000.
[16] R. Eisentraut, Styles Of Problem Solving And Their Influence On The
Design Process, Design Studies, vol. 20, no 5, Elsevier, 1999, pp 431-
437.
@article{"International Journal of Business, Human and Social Sciences:52381", author = "Leyla Y. Tokman and Rusen Yamaçlı", title = "A Computer Aided Model for Supporting Design Education", abstract = "Educating effective architect designers is an important
goal of architectural education. But what contributes to students-
performance, and to critical and creative thinking in architectural
design education? Besides teaching architecture students how to
understand logical arguments, eliminate the inadequate solutions and
focus on the correct ones, it is also crucial to teach students how to
focus on exploring ideas and the alternative solutions and seeking for
other right answers rather than one. This paper focuses on the
enhancing architectural design education and may provide
implications for enhancing teaching design.", keywords = "Architectural education, design studio, teaching
method, GUI-Graphical User Interface.", volume = "1", number = "9", pages = "441-5", }
