Akademik Veri Yönetim Sistemi
Dicle University 2nd International Architecture Symposium, Diyarbakır, Türkiye, 11 - 12 Ekim 2021, ss.607-617
The main structure of architectural education programs in Turkey consists of three groups of courses: architectural design courses, lecture courses, and service courses. While architectural design courses, also known as studios, are at the center of education, the second group, lecture courses, are organized to support studios by providing students with architectural knowledge and skills. According to many studies, the level and quality of the achievements in these courses, which significantly affect the design process, are of great importance for the success and competence of future graduates of architecture. However, it is seen that the current situation of lecture courses is quite insufficient in terms of meeting these requirements. In addition, there is a certain stagnation and ignorance regarding the status of these courses in both the architectural education literature and practice. Based on this deficiency, this study aims to make suggestions to increase the efficiency of theoretical courses by examining the pedagogical problems in the current situation. To achieve the goal, the study is organized in two parts. The first part consists of a literature review to determine the main aimed to create a strategic approach that can serve the teaching staff to develop an enriched teaching technique suitable for architectural education in relation to these systematized problems. With the help of the findings and classification of the problems, the current requirements of the theoretical courses and appropriate expression techniques can be determined. Findings obtained with the help of classification of problems will help to determine the current requirements of lecture courses and appropriate expression techniques. Therefore, this study can offer important findings for structuring an effective and applicable method in the context of improved instructional design of the lecture courses in architectural education, thus filling an important deficiency in the literature. In addition, it can be said that with such an approach and enriched lectures, the professional competence of future architects can be increased to create better built environments.