(A) symmetric Developments in Professional Education: A Cross-Cultural Investigation with Students of Architecture

Basit Öğe Kaydı
dc.contributor.authorDinc, Pinar
dc.contributor.authorArslan, Derya Kol
dc.contributor.authorPaszkowsky, Zbigniew
dc.date.accessioned2024-02-23T14:45:46Z
dc.date.available2024-02-23T14:45:46Z
dc.date.issued2013
dc.departmentNEÜen_US
dc.description.abstractArchitects' judgments on physical environments were found to be distinguishable from the judgments of non-architects. Dissimilarities between value sets were attributed to the professional education of architects. Level and school differences were also found to have significant effect on judgments. This article focuses on the judgment differences between students of a Polish school of architecture and a Turkish one in order to exemplify the dimensions of culture and level (dis) similarities. 2nd and 4th year students (N=160) of schools were asked to judge 45 building images in terms of practical and theoretical concerns. A control group of eminent design teachers (n=13) scored each image for concrete and abstract attributes (N=25). Results were checked through 2 successive Lens Models which correlated 2nd & 2nd and 4th & 4th year responses with the scores of the control group. The constancy of the correlations for the theoretical concern variable was a noteworthy finding supporting previous studies that claimed the presence of an underlying judgment structure gained through architectural education. On the other hand, the findings indicated an asymmetric development of culture groups, i.e. earlier development of Polish students in terms of internalizing the typical value sets compared to their Turkish peers. Value sets were found to get more congruent as students progressed in education. Results underline the homogenizing effect of the professional education. The study also proposes an adaptation of the Lens Model to the field of architectural research by which further comparative studies become available with the architects who adopt different tenets.en_US
dc.identifier.endpage139en_US
dc.identifier.issn2147-1762
dc.identifier.issue1en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage129en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12452/17619
dc.identifier.volume26en_US
dc.identifier.wosWOS:000421144400015en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherGazi Univen_US
dc.relation.ispartofGazi University Journal Of Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subject[Keyword Not Available]en_US
dc.title(A) symmetric Developments in Professional Education: A Cross-Cultural Investigation with Students of Architectureen_US
dc.typeArticleen_US

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu