Can basic design be the base of urban planning education?: A case-oriented quantitative measurement model
DOI:
https://doi.org/10.47818/DRArch.2024.v5i1119Keywords:
Bloom’s Taxonomy, Gestalt Principles, basic design education, urban planning, planning educationAbstract
The study of design is considered as a scientific activity; however, the integration of urbanism with design thought has remained limited, which can easily be observed in the contemporary urban areas, especially in the developing countries. Thus, increasing design thinking ability and the integration of spatial planning should be a priori within urban planning and design education, and thus be practiced preventing the emergence of chaotic urban spaces. The widespread view is that basic design education increases the planning and design skills of students; therefore, it is offered during the first stage of planning education. Within the scope of the basic design courses, students experience using and transferring the formatting tools such as line, stain, texture, color, volume, light-shadow, abstraction, and perspective effectively. They learn design principles such as suitability, unity, sovereignty, contrast balance, repetition, direction, measure, range, value, motion, and hierarchy. Gestalt visual perception principles adopted by the Bauhaus school of design are often applied in basic design education. The process is completed by providing technical drawing lessons on principles and abstraction parameters. Teaching is a planned process, and objectives are determined through the cognitive-affective and psychomotor learning areas known as Bloom’s Taxonomy of Learning Domains. So, is the current education paradigm accurate and measurable? Is it possible to utilize it to improve planning and design education? For this purpose, this study researches the contribution of basic design learning outcomes to the urban planning studios and the relationship between achievement levels of students in relevant courses through knowledge and attitude tests. The research model is a case study, based on the relational analysis of quantitative data, which quantitatively propounded that the relationship between two different teaching processes is linear and positive.
Metrics
References
- Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives, New York: Pearson, Allyn & Bacon.
- Anonymous University (2020). Department of Urban and Regional Planning web site.
- Bachelor Programs in Urban and Regional Planning in Canada, https://www.bachelorstudies.com/Bachelor/Urban-and-Regional-Planning, Access date: 13.06.2022.
- Bachelor Programs in Urban and Regional Planning in Europe, https://edurank.org/environmental-science/urban-planning/eu/ , Access date: 28.06.2022.
- Bachelor Programs in Urban and Regional Planning in Turkey, https://yokatlas.yok.gov.tr/lisans-bolum.php?b=10198, Access date: 25.06.2022.
- Bloom, B. S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, New York: David McKay Co Inc.
- Caliskan, O. (2016). How urban designers perform: An International perspective on actual practice, METU Journal of the Faculty of Architecture, 32(1).
- Can, A. (2019). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis with SPSS in the scientific research process], Pegem A Press, Ankara.
- Casakin, H., Van Timmeren, A., & Badke-Schaub, P. (2016) Approaches in Design Education: The Role of Patterns and Scenarios in the Design Studio, Problems of Education in the 21st Century, 69.
- Demirkan, H., & Afacan, Y. (2012). Assessing creativity in design education: Analysis of creativity factors in the first-year design studio, Design studies, 33(3), 262-278.
- Denel, B. (1979.) A Method for Basic Design, Middle East Technical University, Faculty of Architecture Publication, Ankara.
- Gunay, B. (2007). Gestalt Theory and City Planning Education, METU JFA 24(1): 93-113.
- Krathwohl, R. D., (2002). A Revision of Bloom’s Taxonomy: An Overview, Theory into Practice, 41(4), 212-218.
- Kvan, T., & Jia, Y. (2005). Students' learning styles and their correlation with performance in architectural design studio, Design Studies, 26(1), 19-34.
- Levin, P. H. (1966 [1984]). Decision-making in urban design, In: N. Cross (ed.) Developments in Design Methodology, Chichester, UK: John Wiley & Sons, 107–121.
- Ozcelik, D. A. (1997). Test Hazırlama Kılavuzu [Quiz Preparation Guide], OSYM Eğitim Yayınları, Ankara: 118.
- Planetizen Guide to Graduate Planning Programs in USA, 6th Edition, https://www.planetizen.com/topschools, Access date: 13.06.2022.
- Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.
- Shih, S. G., Hu, T. P., & Chen, C. N. (2006). A game theory-based approach to the analysis of cooperative learning in design studios. Design Studies, 27(6), 711-722.
- TUPOB (2019). Fiziki Altyapı ve Donanım Olanakları Raporu, [Physical Infrastructure and Hardware Opportunities Report] Türkiye Planlama Okulları Birliği [The Associations of Planning Schools of Turkey].
- Turgut, M. F. (1988). Eğitimde Ölçme ve Değerlendirme Metotları [Measurement and Assessment Methods in Education], Saydam Press, Ankara: 265.
- Waks, L. J. (1999). Reflective practice in the design studio and teacher education, Journal of curriculum studies, 31(3), 303-316.
- Yurdabakan, İ. (2012). The Effects of Bloom’s Revised Taxonomy on Measurement and Evaluation in Education, Gaziantep University Journal of Social Sciences, Gaziantep: 11(2): 327-348.
Downloads
Published
How to Cite
License
Copyright (c) 2024 Dalya Hazar , Görkem Gülhan, Bekir İnce
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
