A Model for the Development of Architectural Psychology Formation in Architectural Education

This article examines the purpose, method, and outcomes of an �Architectural Psychology� program, developed to introduce new architecture students to the subject. A combination of the architectural concepts of Social Psychology, Environmental Psychology and Psychology of Perception were used in the program. Psychology of Architecture will be taught simultaneously with the Introduction to Architecture program in a student-based educational system to help students understand psychology with its definitions, and implement it throughout their architecture education. This method was implemented in one class of 140 students of interior design, and another of 80 students of architecture. In this article, the latter is explained. The duration of the program was fourteen weeks and, in total, nine activities and a final study were assigned. The outcomes of the assigned activities indicated that the �Architectural Psychology� program enhanced the architecture curriculum by adding the elements lacking in the �architecture � psychology relationship� and its usage in architectural design. Therefore, it is concluded that the addition of the program to the curriculum was apt and beneficial.

Keywords: Architectural Psychology, Social Psychology, Environmental Psychology, Architectural Education

Mimarl�k E�itiminde Mimari Psikoloji Formasyonunun Geli�tirilmesi ��in Bir Model

Semra Sema Uzuno�lu, Harun �zer
Yak�n Do�u �niversitesi, Mimarl�k Fak�ltesi

Bu �al��ma, mimarl�k e�itimine yeni ba�layan ��rencileri mimarl�k psikolojisine haz�rlamak �zere geli�tirilen ve uygulanan, Sosyal Psikoloji, �evresel Psikoloji ve Alg� Psikolojisi konular�n�n mimarl�k kavramlar� ile �rt��t�r�l�p yo�urularak birlikte uyguland�� Mimarl�k Psikolojisi� program�n�n ama�, y�ntem ve sonu�lar�n� irdelemektedir. Mimarl�k e�itiminin birinci y�l�nda �Mimarl��a Giri�� dersi ile koordineli ve e�g�d�ml� uygulanacak bir bilimsel disiplin olan �Mimari Psikoloji�, ��renen merkezli bir e�itim sistemi �er�evesinde, ��rencilerin psikolojiyi tan�mlar� ile anlayarak, mimarl�k e�itimine entegre etme becerisini kazanmalar�n� sa�lamay� ama�lamaktad�r. �nerilen metod, alan �al��mas� olarak, biri toplamda y�zk�rk ki�ilik (�� mimarl�k ��rencileri), di�eri, seksen ki�ilik (Mimarl�k ��rencileri) gruplara ayr�larak uygulanm��t�r. Bu �al��mada mimarl�k ��rencilerine uygulanan program ele al�narak a��klanm��t�r. Programlanan bu s�re� on d�rt haftaya yay�lm��, dokuz aktivite ve s�recin sonunda, ��rencilerin haz�rlad�� bir fikir projesi ile ger�ekle�tirilmi�tir. Bu aktivitelerden elde edilen sonu�lara g�re �Mimari Psikoloji� dersinin mimarl�k m�fredat�na zenginlik katarak, eksikli�i duyulan mimari alg�lamalardaki mimarl�k -psikoloji ili�kisi ve bunlar�n tasar�ma yans�t�lmas� konular�n� tamamlay�c� nitelikte bir i�erikle, geli�tirilerek ele al�nmas� ve uygulama programlar� olarak kapsamlar�yla e�itim programlar�na dahil edilmesi uygun g�r�lmektedir.

Anahtar Kelimeler: Mimarl�k Psikolojisi, Sosyal Psikoloji, �evresel Psikoloji, Alg� Psikolojisi, Mimarl�k E�itimi

Semra Sema Uzuno�lu, Harun �zer. A Model for the Development of Architectural Psychology Formation in Architectural Education. Megaron. 2014; 9(2): 143-165

Corresponding Author: Semra Sema Uzuno�lu, K.K.T.C.

TOOLS

Full Text PDF

Download citation

RIS

EndNote

BibTex

Medlars

Procite

Reference Manager

Share with email

Send email to author

Similar articles

PubMed

Google Scholar