Metamorphosis Of First-Year Architecture Students: Insights From Shelter And Designer Chests

Abstract

This research explores the development of first-year architecture students at Tobb University of Economics and Technology over two academic years in the Basic Design Studio. The Basic Design Studio values individuality and personal growth, aiming to enhance independence and self-assessment skills. The research method involves weekly analysis of 'Designer's Chest' content and its relationship with 'Shelter' projects, tracking changes over time. 'Shelters' are created in Minecraft Education Edition, offering self-organization space for students to gather and review experiences. 'Designer's Chests' serve as a logbook for students to document reflections and store information for future review. The study draws from educational theories like Piaget, Vygotsky, and Dewey, emphasizing the influence of preparedness, prior experiences, and the social environment on learning. The study identifies different developmental stages, such as Assimilation, Experimentation, Accordance, Chaos, Excitement, and Integration, as students adapt to architectural education. It illustrates how students evolve and adapt to architectural challenges, using various tools and software to express their ideas. The findings reveal individual trajectories and common reactions among students, shedding light on the dynamic nature of learning in design education. The study emphasizes the importance of tools like 'Designer's Chest' and 'Shelter' in monitoring student growth and provides insights for educators to enhance design education.