A study on the effect of lecturer and student approaches on design process in architectural design education

The studio courses, which are based on the active experience of the concept of design which is the most important element of the architectural discipline, are the most critical lesson of the educational content in reaching the aim of increasing the creativity potential of the individual targeted by architectural education due to different thinking, questioning alternatives and providing creative production. Due to its dialogue and criticism-oriented structure, the studio course can be positively or negatively affected by the differences in the approaches of the instructors and students. Deficiencies stemming from the instructor approach or the student approach harm the design culture that is attempted to be created in the studio course, and as a result of inefficient design processes, students may move away from school, education, design and creativity concepts. At this point, it is important that the instructor acts with awareness against the different approaches exhibited within the studio group. In this thesis, the actions taken by students and instructors against different studio activities were observed during one semester in order to provide a source for the examination of the approaches developed by the instructor and the students during the course of the studio, and the findings were interpreted within the framework of their effects on the design process. As a result of the literature researches, the field study was formed around four basic applications. In order to observe the student approaches in a healthy way, it is aimed that the instructors take an approach that emphasizes the dialogue element in the studio culture. The course flow is designed to serve the student's self-expression. The studies produced by the students in the context of the applications are examined within the framework of the elements of approach to the concept of design revealed in the literature review and the productions that can provide data for the thesis are interpreted. The studio course is nourished from different approaches exhibited by instructors and students. In this sense, studies with different models and scales to be made in order to observe the perspectives developed by instructors and students towards the studio course are important in the context of creating resources for design education. Keywords: Architectural Education, Studio Course, Creative Production, Instructor Approach, Student Approach, Design Process