Akademik Veri Yönetim Sistemi
ECAH 2024, London, İngiltere, 10 - 14 Temmuz 2024, ss.157-172
Studios in architectural design education are adopting new pedagogies to address complex real-world challenges. This study proposes grouping learners of different grades into vertical teams and organizing studio syllabi around design competitions. It focuses on a single-semester post-disaster collaborative experience at StudioThinkImagine, Gazi University, Turkey, examining its lasting impact on learners. The qualitative inquiry consists of two main components: firstly, an exploration of the studio's pedagogical strategies, utilization of design competitions, and teamwork dynamics amidst post-disaster conditions, and secondly, in-depth interviews conducted with learners one year after the studio experience. These interviews centered on understanding how students lived through the studio, how they perceived it compared to other studio experiences, and what enduring effects it had on them. Data analysis was facilitated using NVivo14, enabling the extraction of key themes and insights from the interviews. The findings align with existing literature on peer-to-peer learning within studio environments and the beneficial role of competitions as educational tools. Participants described the teamwork and competitive aspects as challenging and demanding yet enriching, even when conducted online in a post-disaster context. The study emphasizes the potential of student competitions in architectural design education, underscoring peer learning as a critical element shaping future studio practices.