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Yayın A proposal for a computational design and ecology based approach to architectural design studio(Springer, 2022-03) Karadağ, Derya; Tüker, ÇetinUsing computational design methods, this study aims to analyze the effects of an integrated design process model on the ecological awareness of architectural students, and on their ability to incorporate ecological issues in their design work. To this end, two studies have been carried out. The first one involves a survey about how ecology-related and computational design courses complement the architectural design studio at different universities in Turkey. The second one, which is the main study of this paper, presents the results of an ecology-based computational design workshop. According to the results of the first study, computer-based design courses in Turkey usually lack the dimension of “computational thinking”, focusing only on computer-aided design tools. Moreover, we have also found out that ecology courses in Turkish architectural education are mostly elective, and hence, have only very indirect connection to the architectural design studio. In the second study, we have demonstrated how incorporating computational thinking into the design process increase students’ awareness of the ecological dimension and their ability to make this dimension an integral part of their projects. The paper concludes by elaborating on the importance of computational methods in architectural education.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.
