Dicle AYDIN, Mehmet UYSAL



Architectural design is defined as decision-making process. Design studios play an important role in experiencing this process and provide the competence of design to prospective architects. The instructors of architecture aim to compel the imagination of the students develop creative thinking, raising the awareness among students about their abilities. Furthermore, executives of the studios pay attention to delimitative elements in design in order to provide the competence of problem solving for students. Each experience in education period prepares the prospective architects for the social environment and the realities of the future. The aim of the study is to examine a practicing in architectural education. The general hospital project was carried out with 40 students and 4 project executives within the 2007-2008 academic year Spring Semester Studio-7 courses. The steps followed in the studio process were analyzed with the design problem of “hospital”. Evaluations were performed on; the solution of functional-spatial organization, solutions about the activities of the users, convenience with the standards and regulations and prosperity-aesthetic notions in internal space. Prospective architects generally became successful in the design of hospital building with complex function. This experience raised awareness about access to information via thinking, provision of a new position for information in each concept.


Design studio; hospital design; architectural education; systematic design process

Full Text:



Aydın, D. (2009). Hastane Mimarisi, lkeler ve Ölçütler, TMMOB Mimarlar Odası Konya Şubesi Yayını, Konya.

Aydın, D. (2001). Genel hastanelerde teknolojik gelişmelerin bina ihtiyaç programına etkilerinin araştırılması. Ph. Degree Thesis, Selcuk University, Institute of Natural and Applied Sciences Science of Architecture, Konya.

Aydınlı, S. (2001). Mimarlık eğitiminde değişen öncelikler. Mimarist Üç Aylık Mimarlık Kültürü Dergisi, 1, 116-120.

Bunch, M. A. (1993). Core curriculum in architectural education. San Francisco: Mellen Research University Press.

Çıkış, Ş., & Çil, E. (2009). Problematization of assessment in the architectural design education: First year as a case study. Procedia Social and Behavioral Sciences, 1, 2103–2110.

Demirbas, O. O. (1997). Design studio as a life space in architectural education: Privacy requirements. Unpublished Masters Thesis. Ankara: Bilkent University.

Demirbas, O. O., & Demirkan, H. (2000). Privacy dimensions: A case study in the interior architecture design studio. Journal of Environmental Psychology, 20, 53-63.

Demirbas, O. O. (2001). The relation of learning styles and performance scores of the students in interior architecture education. Unpublished Ph.D. Dissertation. Ankara: Bilkent University.

Demirbas, O. O., & Demirkan, H. (2003). Focus on architectural design process through learning styles. Design Studies, 24, 437-456.

Demirbaş, O.O., & Demirkan, H. (2007). Learning styles of design students and the relationship of academic performance and gender in design education. Learning and Instruction, 17, 345-359.

Kurt, S. (2009). An analytic study on the traditional studio environments and the use of the constructivist studio in the architectural design education. Procedia Social and Behavioral Sciences, 1, 401–408.

Lawson, B. (2005). How designers think, Fourth Edition, Oxford: Architectural Press.

Newland, P., Powell, J., & Creed, C. (1987). Understanding architectural designers’ selective information handling. Design Studies, 8, 1-7.

Nicol, D., & Pilling, S. (Ed.) (2000). Changing architectural education. London: Taylor and Francis Publications.

Salama, A. (1995). New trends in architectural education: Designing the design studio, Raleigh, NC: Tailored Text & Unlimited Potential Publishing.

Şentürer, A. (2004). Mimarlıkta, estetikte, tasarımda, eğitimde eleştirel yaklaşım. Istanbul: Yapı Yayın-106.

Teymur, N. (1992). Architectural education: Issues in educational practice and policy. London: Question Press.

Teymur, N. (1996). Architectural history as ‘educational object’. In A. Hardy & N. Teymur (Eds.), Architectural History and the Studio (26-66). London: Question Press.

Uluoglu, B. (2000). Design knowledge communicated in studio critiques. Design Studies, 21, 35–58.


  • There are currently no refbacks.

Copyright (c) 2015 International Journal of Architectural Research: ArchNet-IJAR


- ISSN (Online) #1938 7806 - ArchNet-IJAR is covered by ArchNet@ MIT Libraries, Avery Index to Architectural Periodicals, EBSCO, CNKI, Pro-Quest, Scopus-Elsevier, Web of Science.

- Published work in ArchNet-IJAR is licensed under Creative Commons: CC-BY--NC-ND license, see

Copyrights © Archnet-IJAR 2007-2018


Hit Counter
Visitor Hits Since 15 Jan 2014