PRIORITIES OF ARCHITECTURE EDUCATION: LEARNING ‘BASIC DESIGN ELEMENTS AND PRINCIPLES’ IN BASIC DESIGN STUDIOS

Durmuş Hocaoğlu P., Beşgen A.

LivenARCH IX livable environments & architecture 9th international congress PRIORITIES IN/OF ARCHITECTURE, Trabzon, Türkiye, 25 - 27 Eylül 2025, ss.336-345, (Tam Metin Bildiri)

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Basıldığı Şehir: Trabzon
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.336-345
  • Samsun Üniversitesi Adresli: Hayır

Özet

Architecture is not merely the art of shaping the physical environment

but also a continuously evolving field of thinking, questioning, and

producing. In this context, the priority of architecture lies in a strong

educational approach that aims to cultivate qualified individuals. The

foremost concern of architectural education is the acquisition of Basic

Design Elements and Principles, which constitute the foundation of the

discipline and are targeted as learning outcomes in the first-year design

studios. These principles serve as the cornerstones of the design process

at both intellectual and perceptual levels. Design studios, where

students develop their design language, form the backbone of

architectural education and must continuously renew themselves in

response to the demands of change. Since change directly influences

design methods, it also transforms the structure of the studio

environment. To adapt to these transformations, studios should be


restructured not only with a focus on outcomes but also with a process-

oriented, constructivist approach that emphasizes active student


participation. This study investigates how Basic Design Elements and

Principles, as part of the learning outcome “Understanding Basic Design

Knowledge,” can be reinforced in design studios through the

constructivist learning method known as the SCAMPER technique. By

fostering cognitive flexibility, SCAMPER technique enables students to

transcend conventional approaches and generate original,

multidimensional design ideas. Within the framework of action research,

a SCAMPER-based workshop was conducted, offering students a

constructivist learning environment. Qualitative data obtained

throughout the process were evaluated using interpretive analysis.

Findings indicate that the SCAMPER technique can serve as an effective

tool in first-year design studios by consolidating prior knowledge,

supporting flexible thinking, and encouraging the generation of

alternative design ideas.