Recommendations for Increasing Aesthetic Sensibilities of Pre-University Students Vis-a-vis Architectural Education

Date

2013-04-01

Author

DAĞLI, UĞUR
Yagiz, Senol

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

106
views

0
downloads

"Architectural education" starts long before people engage in university programs simply because they develop values and images generated by perception of the world around. This acquired background affects a person's future endeavors, particularly those involving visual issues. The authors, as "beginning design" educators, observe that students lacking visual experience and aesthetic awareness are less successful in courses requiring creativity. The aim of this paper is to explore means of raising aesthetic sensibilities for all members of the society in general; and to improve the creative potential of pre-university age group in particular. Organizational and/or institutional measures are proposed for the support of pre-university education to a given extent through a model.

Subject Keywords

Aesthetic sensibility, Visual experience, Pre-university student, Architectural education, Model

URI

https://hdl.handle.net/11511/65926

Journal

EGITIM VE BILIM-EDUCATION AND SCIENCE

Collections

Department of Architecture, Article

Suggestions

OpenMETU
Core

Towards more inclusive engagements: Mapping the experiential realities of inclusivity in architectural education Demirel , Abdullah Eren; Erkılıç, Mualla; Department of Architecture (2022-7-28) With the growing multi-layered and diverse structure of contemporary societies, the notion of inclusivity has become more influential and critical in shaping many fields, including the design of human environments. Based on the conceptual ground of equity, diversity and accessibility, the emphasis is on equal opportunity for diverse individuals to achieve their full potential in life. The complexity and plurality of related concepts and parameters in the studies of inclusivity - built environment relationsh...
Investigating the impact of teacher education strategies on preservice teachers' TPACK Baran, Evrim; BİLİCİ, SEDEF CANBAZOĞLU; ALBAYRAK SARI, AYLİN; Tondeur, Jo (Wiley, 2019-01-01) The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and th...
Investigating faculty members’ technology integration intention and behavior: a case of a higher education institution Çilsalar, Hatice; Baran Jovanovic, Evrim; Department of Educational Sciences (2017) The technology-rich educational environment in higher education compels faculty members to integrate technology into their classrooms. Developing and supporting their technology integration behavior is needed to perform and maintain its continuity. To understand the factors affecting faculty members’ technology integration, mixed method designed was employed in the context of a faculty technology mentoring program at a public university in Turkey. Two main research questions guided this study: (1) How do se...
Comparing Predictors of Teachers' Education for Sustainable Development Practices among Eco and Non-Eco Preschools PAMUK, DENİZ; Olgan, Refika (Turkish Education Association, 2020-01-01) Theory and practice of Education for Sustainable Development (ESD) in early childhood education (ECE) is still an emerging issue in all over the world. ESD practices should be integrated into existing ECE programs considering the role of eco-school program and preschool teachers at all levels of education both in nationwide and worldwide. Eco-schools program is one of the best practices representing ESD in formal education system. In addition, early childhood teachers either working at eco-preschools or not...
Assessment of basic design course in terms of constructivist learning theory ARKÜN KOCADERE, SELAY; Özgen Koçyıldırım, Dalsu (2012-05-04) Design education is a process that allows multiple solutions and different points of views, where individuality in interpretation and expression are encouraged. Design courses take place in a studio environment where students deal actively with projects related to everyday life and evaluation is an indispensible part of learning. Due to its structure, design education appears to be compatible with constructivist learning theory. Basic Design is the common course of different design departments, which establ...

Citation Formats

U. DAĞLI and S. Yagiz, “Recommendations for Increasing Aesthetic Sensibilities of Pre-University Students Vis-a-vis Architectural Education,” EGITIM VE BILIM-EDUCATION AND SCIENCE, pp. 46–58, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/65926.