An analysis of the perception of design principles in architectural basic design education

It is clear that architectural basic design education is closely related to the visual perception of students and the information processing actions they experience in the basic design studio. Students' visual perception can be maximized through design education. Students re-question the design knowledge they acquired during basic design education through their visual thinking skills and experiences, and they reconstruct the cognitive schemes that they will use by developing their own creative design language. This thesis is based on the assumption that the act of learning can be measured by examining the nature of the change in behavior. Similarly within the scope of this thesis, students' learning capability of the visual design principles presented theoretically in the basic design course is based on the change of students' attitudes for understanding of design principles. In this direction, in this thesis, the perception levels of the students before they do not have the knowledge of the theoretical qualities of the basic design principles are compared with the perception levels formed after the visual design principles theories they acquired with design education. At this point, the main study subject of this thesis is to investigate the perceptional difference between before and after basic design education on visual design principles acting as a perceptual grammatical pattern in design language.