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Yayın Temel tasarım derslerinde algoritmik düşünce egzersizlerinin yaratıcılığa etkisi(Karadeniz Teknik Üniversitesi Mimarlık Fakültesi, 2020-10) Karadağ, Derya; Ünal, Faruk CanTasarım eğitiminin birinci senesinde, öğrencilerin tasarım yöntemleri, elemanları ve prensipleri ile uygulamalı olarak tanıştığı temel tasarım dersleri, yaratıcılığın geliştirilmesinde de büyük rol oynamaktadır. Hesaplamalı tasarım yaklaşımlarının eğitim alanındaki potansiyeli, birçok üniversitede akademisyenlerin üzerinde çalışmakta olduğu bir alandır. Hesaplamalı yöntemlerin öğrenme süreçlerine etkilerinin saptanabilmesi için bu çalışmaların yaygın bir biçimde devam ettirilmesi önemlidir. Temelde hesaplamalı yaklaşımların eğitim alanındaki potansiyellerine dair mevcut çalışmaların yaygınlaştırılması ve gözlem alanlarının artmasını amaçlayan bu çalışma, temel tasarım dersi kapsamında gerçekleştirilmiştir. Öncelikle, dersi alan birinci sınıf öğrencileri, algoritmik tasarım egzersizleri yardımıyla tasarım sürecinde hesaplama kavramını kullanma yöntemleri ile tanıştırılmıştır. Daha sonra, öğrencinin algoritmik düşünce hakkındaki bilgilenme öncesi ve sonrası üretilen çalışmalarını kendi öz değerlendirmeleri ile karşılaştırmaları istenmiştir. Gerçekleştirilen çalışmalar dersin yürütücüleri tarafından da soyutlama, tasarım dili oluşturma ve mekansal algının geliştirilmesi açısından değerlendirilmiştir. Bu çalışma kapsamında edinilen çıktılar üzerinden, temel tasarım derslerine hesaplamalı tasarım yaklaşımlarının katkıları ve gelecekte yeni bir çerçeve/strüktür kazandırabilme potansiyelleri tartışılmaktadır.Yayın Computational design tools in architectural education(Get It Published, 2018-05) Karadağ, Derya; Bolca, PelinArchitecture is a discipline that continuously produces information through research in the field of education and professional practice. This process of ‘knowledge generation’ is also influenced significantly by the act of developing new technology and digital tools as well as by an interdisciplinary approach to architecture. In the framework of digital technologies, ‘Computational design’ provides an innovative alternative to design researches. This method makes it possible to design innovative forms and building systems based on environmental data and also helps us understand the architectural/historical outcomes within a different perspective by using digital tools. These tools are also useful for obtaining and processing the data gathered from direct and indirect sources. According to architectural design ontology, the cognitive process of design is defined by the interaction between the designer and the phenomenon or artefact that she is working on. This interaction is explained by a loop system consisting of the phases of designer’s perception and her decision of intervention. The loop system can be done in a logical way only if the data is processed correctly in a controllable way by the designer. Computational design methods make it possible to achieve this goal and to control the outcomes by different parameters provided by its dataset. Digital tools influence today’s architecture, from the design process to investigating materials and from collecting environmental data to understanding relevant sources. Thus, this method makes the designer think in a more integrated framework with simulation, visualization and the spatialization of outcomes. The reflection of this interaction in architectural education is inevitable. Besides, in architectural education, analysis-oriented design studies that are compatible with the built and natural environment are essential phases. But, such studies can only be possible with a holistic view. An architectural education based on this method allows us to understand the qualitative and quantitative results of a design process. In other words, such studies in architectural education give the future architects the possibility to design with a holistic view. In short, the aim of this paper is twofold; the first one is to introduce the ‘Computational Design’ as a methodology. And the second one is to investigate the pros and cons of this methodology on the architectural education.Yayın A woman pioneer in archeology and conservation in Turkey: Halet Çambel(Politecnico di Torino, 2018-06) Bolca, Pelin; Karadağ, DeryaIt is known that traditional Ottoman culture has always discriminated women in everyday life as well as in the workplace. However, with the foundation of the Republic of Turkey in 1923, modernisation studies have been started throughout the country. This “modern movement” has led to change the perception of gender discrimination. One of the important Republican reforms was equality of women and men. Thus, the achievements of women have been getting visible since then. Although in the last period of the Ottoman Empire, the prevalence of archaeology was understood, archaeological research had a limited place in the architectural context. However, after the Republican reforms, archaeology world saw the first woman figure as well as one of the most important archaeologists, Halet Çambel. In 1938, she received her undergraduate degree in archaeology from the Sorbonne University in Paris. Then she came back to Turkey and started working at Istanbul University. Her career has gained a remarkable advance with the excavation of Karatepe-Arslantaş Mound at the southern side of Turkey. In the present days, these excavations, which continued under Çambel’s leadership, are known as the site where Hittite hieroglyphs became understandable. She also was leading the conservation and restoration studies of the archaeological finds. Therefore, she established an open-air museum which is the first for Turkey. Çambel’s achievements were not limited to archaeology. She was also teaching at Istanbul University and she contributed to the creation of a modern method of archaeological research in Turkey. This paper examines the achievements of Halet Çambel on her particular legacy. The focus of the paper is to investigate the influences of Modern Movement to Halet Çambel’s career. By doing such analysis, women achievements in the architecture and archaeology after the foundation of the Republic of Turkey are discussed.Yayın Comparing conventional and AI-aided approaches to architectural visuals: a pedagogical evaluation(Springer, 2025-10-20) Ünal, Faruk Can; Karadağ, Derya; Pitts, Gregory; Sedrez, MayconThe rise of AI in architectural design is changing traditional workflows, especially in tasks related to visualization and the refinement of incomplete architectural visuals. This chapter presents a comparative study between conventional digital editing methods and AI-aided completion tools within the context of architectural education. The aim is to understand how the integration of AI tools influences the process and its outcomes, specifically in terms of efficiency, accuracy, and usability for the production of architectural visuals. The research involves two groups of students completing the same tasks under identical constraints and objectives. The first group manually edits and completes architectural visuals using conventional Photoshop editing tools. The second group utilizes Photoshop Generative Fill tool that automates parts of the image completion process using AI-driven algorithms that generate detailed and contextually refined outputs. A reflexive thematic analysis-driven evaluation framework is employed to assess each group’s results, emphasizing qualitative insights while incorporating quantitative user ratings for complementary analysis. This comparative study explores how these tools impact students’ learning, creative decision-making, and ability to tackle complex real-world design challenges. By examining the outcomes of this pedagogical experiment, the study contributes to ongoing discussions about the role of AI in architectural education and practice.
