Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2018
Student: UMUT DEMİREL
Supervisor: ALEV KURU
Abstract:The aim of the present research was to search the effect of Fundamental design Courses which are give in Fine Arts Faculties on Visual Literacy and to make suggestions for restructuring of the program. Furthermore, the present research investigates whether any difference appears between Visual Literacy skills of the students; and the issues how the students improve their skills and overcome the problems experienced during this period. The outcomes of the present research would serve to present opinions and suggestions of the lecturers for improvement of the student skills on Visual Literacy in the university and to reveal the deficiencies in the program, if any. Mixed method research was used in the present research. The mixed method research is defined as combination of quantitative and qualitative research techniques by a researcher. (Büyüköztürk et al.,. 2005:150) Accordingly, quantitative and qualitative data were collected individually, analyzed and the data obtained were gathered. The research was conducted on first grade students within 2016 and 2017 educational year. The Visual Literacy Skill Test (VLST) which was developed to measure visual literacy grade of the students was used during the implementations. Opinions of the teachers on efficiency of Visual Arts Course were obtained via semi-structured interview form. Kruskal Wallis H test which is referred as non-parametric techniques was used to detect whether visual literacy skills differ according to the departments. In-class correlation coefficient was used to determine the scoring safety in the research. All analyses were performed through SPSS 19.00 version. In consideration of 10 criteria created with the findings appeared after the implementation following the research, there was not any statistically significant difference between visual literacy skills scores of the students who have/have not taken the visual arts course. When the students were evaluated as a whole, the highest order average was in Painting department whereas the lowest score was in Sculpture Department. There was not any significant difference between the departments as a result of the analyses conducted for the students before and after Fundamental Design course. The focus on the different between the departments revealed that visual literacy skills were different between Painting-Visual Communication Design and Sculpture Departments. The interview method was used to determine opinions of the teachers to be able to obtain a detailed data on contribution of Fundamental Design course on visual literacy skills. A semi-structured interview as performed with the lecturers and details as well as planning were focused. The interviews with the lecturers revealed that even they are not fully equipped about visual literacy. Such outcome is considered that Fundamental Design course reached its goal. Under the aforesaid findings, some suggestions for possible further scientific researches of visual literacy skills were made. The aim of the present research was to search the effect of Fundamental design Courses which are give in Fine Arts Faculties on Visual Literacy and to make suggestions for restructuring of the program. Furthermore, the present research investigates whether any difference appears between Visual Literacy skills of the students; and the issues how the students improve their skills and overcome the problems experienced during this period. The outcomes of the present research would serve to present opinions and suggestions of the lecturers for improvement of the student skills on Visual Literacy in the university and to reveal the deficiencies in the program, if any.