On the Nature of the Conceptual Schemata Development of Architecture Students
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On the Nature of the Conceptual Schemata Development of Architecture Students

Anay, Hakan;Özten, Ülkü;
iconarp international journal of architecture and planning 2019 Vol. 7 pp. 78-98
342
anay2019oniconarp

Abstract

Embedded within the theoretical and conceptual frameworks implied by the schemata theory and studies on architectural precedent knowledge, the present study is based on a research that investigates and evaluates two major issues within the context of architectural education. First is the level and characteristics of the conceptual schema of the students of architecture have had just before their education in architecture starts, and second, the nature, and the characteristic of that precise conceptual schema’s development and transformation throughout their formal education. This study, on the other hand, reports a comparative analysis and evaluation of two particular stages: 1st year, before their formal education starts, and 3rd year, as it was assumed by the study, as the stage when their disciplinary schemata is already roughly “formed.” Findings showed that students not only developed their conceptual schemata and their existing schemata is transformed into a more specialized and field-specific one, but also they have developed a set of skills which might be called “designerly seeing,” and “designerly thinking.”

Keywords

Engineering (General). Civil engineering (General) Technology environmental effects of industries and plants renewable energy sources environmental sciences nutrition. foods and food supply agriculture social sciences architecture urban groups. the city. urban sociology regional planning city planning sociology (general) transportation engineering urbanization. city and country home economics geography. anthropology. recreation recreation. leisure human ecology. anthropogeography communities. classes. races colonies and colonization. emigration and immigration. international migration

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