Akademik Veri Yönetim Sistemi
Livenarch+ Journal, cilt.1, sa.1, ss.120-134, 2024 (Hakemli Dergi)
In architectural education, when examining the curricula of
architectural design studios, one can observe the learning outcomes that learners
are expected to achieve. The learning outcomes intended to be achieved in
architectural design studios may vary in their transfer to practice, depending on the
teacher. This variability in transfer can lead to learners not fully acquiring the
desired ‘awareness, understanding, and skills’. With the increasing number of
architecture schools today, these problems are becoming more prominent. To
address these issues, a supportive teaching model, utilizing the “SCAMPER”
applications, is proposed. This approach aims to enhance learners understanding
and ability to generate diverse solutions to contemporary problems by actively
utilizing and experiencing the learning outcomes acquired through traditional
teaching models. The study focuses on the sustainability of learning outcomes in
architectural design studios and the potential of the “SCAMPER” applications to
improve the design process.