A geometry learning model focused on digital design in architectural education

This thesis investigates how geometry instruction in architectural education can be delivered through methods supported by digital design approaches. In this context, the relationships between geometry and architecture, spatial thinking skills, and the learning requirements imposed by digital design practices are examined and discussed. The primary objective of the study is to develop a geometry learning model focused on digital design within architectural education. The model is developed by systematically following the analysis, design, development, implementation, and evaluation phases of the ADDIE instructional design model. Within the scope of the case study, the readiness levels of the target group are identified, and the developed course contents, along with assessment and evaluation methods, are implemented. The findings reveal that the proposed model has a positive effect on first-year architecture students' conceptual understanding of geometry, spatial thinking skills, and their ability to integrate digital design methods into the design process. The thesis provides a theoretical and practical contribution to geometry education in architecture and demonstrates that the proposed model can be flexibly restructured in response to emerging educational needs.