Search

The present study focuses on assessing first-year architecture students' creative skills by examining the changes in their cognitive skills due to curricular intervention and revealing the possible effects of personality and motivation factors. An experimental research design with related groups pre-and post-test approach was adopted, and a multiple-assessment test battery was developed based on the literature. The pre-and post-test approach was used to evaluate whether (1) the curricular intervention in the first-semester basic design course affected the cognitive skills of the students, (2) there was a significant change in personality and motivation factors of the students, and (3) the effects of the curricular intervention could be isolated from the changes in personality and motivation factors. The responses to the pre-and post-test were statistically analyzed, and findings indicated that the curricular intervention in the first-semester basic design course enhanced the fluency and flexibility dimensions in students' divergent thinking skills to a greater extent and originality to a lesser extent in visual and verbal stimuli tasks. Such increase was found to be independent of the changes in personality and motivation factors. Rather, it was related to the curricular tasks provided to the students throughout the semester. [ABSTRACT FROM AUTHOR]

Background: The global discourse on future health care emphasises that learning to collaborate across professions is crucial to assure patient safety and meet the changing demands of health care. The research on interprofessional education (IPE) is diverse but with gaps in curricula design and how IPE is enacted in practice. Purpose and aims: This research project will identify. 1) how IPE in clinical placements emerges, evolves, and is enacted by students when embedded in local health care practices, 2) factors critical for the design of IPE for students at clinical placements across the four countries. Methods: A study involving four countries (Sweden, Norway, Australia and New Zealand) using the theory of practice architectures will be undertaken between 2023 and 2027. The project is designed as an international, collaborative multiple-case ethnographic study, using the theoretical framework of practice architectures (TPA). It will include four ethnographic case studies of IPE, one in each country. Data will be collected in the following sequence: (1) participant observation of students during interprofessional placements, (2) interviews with students at clinical placement and stakeholders/professionals, (3) Non-clinical documents may be used to support the analysis, and collection of photos may be use as memory aids for documenting context. An analysis of "sayings, doings and relatings" will address features of the cultural- discursive, material-economic, social-political elements making up the three key dimensions of TPA. Each of the four international cases will be analysed separately. A cross case analysis will be undertaken to establish common learning and critical IPE design elements across the four collaborating universities. Discussion: The use of TPA framework and methodology in the analysis of data will make it possible to identify comparable dimensions across the four research sites, enabling core questions to be addressed critical for the design of IPE. The ethnographic field studies will generate detailed descriptions that take account of country-specific cultural and practice contexts. The study will also generate new knowledge as to how IPE can be collaboratively researched. [ABSTRACT FROM AUTHOR]

This paper addresses challenges in teaching earthquake-resistant structural systems to architecture students and seeks to enhance efficiency. Developing a compatible teaching approach is crucial for better collaboration with engineers. The impact of a lack of knowledge about earthquake-resistant systems is more evident in quake-prone regions. The study highlights the importance of hands-on experience in teaching structural theory, fostering better learning and comprehension. The study showcases an undergraduate-level course that diverged from traditional exams. Instead, students undertook a project where groups designed scaled models representing different structural responses, which underwent testing on a handmade shake table. Analysis highlighted demonstrations of various responses like soft stories, dynamic behaviour, pounding and weak columns. The hands-on approach enriched students' practical insights into structural behaviour, aiding informed design choices. This approach enhances overall learning, deepens comprehension, and readies students to apply seismic design principles conscientiously. Learning by doing proves pivotal in mastering earthquake-resistant structural systems. [ABSTRACT FROM AUTHOR]

The first ideas generation of the architectural project has traditionally been carried out through sketches. Even though in recent decades models have also gained importance, their use is still restricted due to the time required to make them and their difficulty of realization when it comes to complex forms. This research argues that the use of concept models mediated by two disruptive technologies such as Immersive Virtual Reality and 3D Printing can foster the cognitive process of the ideation and configuration of the first architectural ideas. To demonstrate the hypothesis, a pilot study was conducted with 32 architecture students; 17 students created models manually and 15 used IVR and 3DP. Two observation sheets were used to collect information. The results show that in the process of generating ideas, the group that used the two technologies developed three of the four characteristics of the cognitive process better, being an undecided and slow process, then fast and continuous, and finally perceptual for reinterpretation. Also, both technologies complemented each other and favored the development of an intense, tactile, and phenomenological experience. Finally, regarding the model as a product, a better result was found in 3D-printed models in terms of two of the three characteristics, three-dimensionality complexity and materiality. It is concluded that these two technologies ideally complement each other as mediating tools for three-dimensional architectural thinking, making it possible to use the conceptual models as the first generators of the architectural idea. [ABSTRACT FROM AUTHOR]

Topological interlocking assembly (TIA) and computational architecture treat form as an emergent property of a material system, where the final shape results from the interplay of geometries and geometric interdependencies influenced by contextual constraints (material, structure, and fabrication). This paper posits that TIA is an ideal pedagogical tool for introducing students to computational architecture, and its theoretical foundations and design principles. Specifically, defining TIA as a material system provides a robust educational approach for engaging students with computation; fostering design processes through bottom-up, hands-on investigations; expressing design intents as procedural logic; understanding generative geometric rules; and exploring the flexibility of parametric variations. The methodology is detailed and illustrated through a design workshop and study unit from the Bachelor's and Master's programs at the Faculty for the Built Environment, University of Malta. Four case studies of TIA—of tetrahedra, cones, octahedra, and osteomorphic blocks—demonstrate how these exercises introduce students to computational thinking, parametric design, and fabrication techniques. This paper discusses the advantages and limitations of this pedagogical methodology, concluding that integrating computational architecture in education shifts students' design processes to investigation and innovation-based approaches, enabling them to address contemporary design challenges through context-driven solutions. [ABSTRACT FROM AUTHOR]

Copyright of ESTOA: Revista de la Facultad de Arquitectura y Urbanismo de la Universidad de Cuenca is the property of ESTOA Revista de la Facultad de Arquitectura y Urbanismo de la Universidad de Cuenca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research investigates the collaboration competencies among architecture students at Eastern Mediterranean University, in North Cyprus, highlighting the necessity for curricular enhancements to foster teamwork skills essential for professional practice. A structured questionnaire was administered to 77 final-year students, evaluating their knowledge, abilities, and experiences in collaborative settings. Factor analysis revealed twelve key components of collaboration, indicating moderate skill levels overall. Notably, students excelled in work quality, self-reflection, and time management yet exhibited deficiencies in team learning, role adaptability, and equitable idea contribution. This study identified five critical dimensions of teamwork: interpersonal facilitation, collaborative leadership, engagement contribution, active listening, and transparent information exchange. A strong correlation emerged between students' perceived readiness for collaborative work and their self-rated leadership and interpersonal skills. Comparative analysis showed distinct collaboration skill sets between international and domestic students and across different academic years. These insights emphasize the imperative for architectural education to progressively incorporate specific learning activities and interventions to cultivate teamwork competencies systematically. The development of such skills is vital for preparing graduates to effectively navigate and lead within the multidisciplinary contexts they will face. Recommendations include curriculum redesign to integrate explicit teamwork instruction, faculty development programs, and fostering an educational culture that consistently values collaboration. Future studies should investigate effective pedagogical strategies for nurturing collaboration skills and examine how individual variances affect the acquisition of these critical abilities. [ABSTRACT FROM AUTHOR]

Copyright of bāb Journal of FSMVU Faculty of Architecture & Design is the property of bab Journal of FSMVU Architecture & Design and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to analyze how architectural forms recently designed with computational design are perceived by architects and non-architects and to measure the perceptual differences between the groups. For this purpose, an experimental study was designed. In the experimental study, in parallel with the literature, 4th year architecture students were categorized as 'architects' and 4th year civil engineering students were categorized as 'nonarchitects'. For the survey study, questionnaires were conducted with a total of 84 students, 42 participants from Konya Technical University Department of Architecture 4th year students in the architect category and 42 participants from Konya Technical University Department of Civil Engineering 4th year students in the civil engineer category, and the perceptual differences of the participants towards the architectural forms of computational design products were measured. All the buildings selected within the scope of the field study are iconic forms designed by computational design method in the 21st century. The participants were asked to evaluate each of the building images with the help of a 10-point semantic differential scale (1: positive, 10: negative) in terms of the specified adjective pairs. The data were analyzed, the analyses were interpreted, findings were presented, and recommendations were made. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the historical process, mosques have exhibited different architectural features depending on various factors such as culture, geography and construction techniques, and have generally been defined by elements such as domes and minarets. Although mosque architecture has maintained its characteristic features for many years, new design approaches emerged with the Republican Era. In mosque architecture, which has been reinterpreted from a contemporary perspective, elements such as domes and minarets have undergone formal changes and interior elements have been reconsidered. However, the traditional image of the mosque in the minds of the public has created a resistance to contemporary design approaches and modern mosque designs have become a current topic of discussion. This study was carried out to understand the role of architectural documentaries in the perceptual change regarding the adoption of contemporary approaches by determining the tendencies of individuals regarding mosque architecture. In the research conducted on architecture students, the documentary 'Sancaklar Mosque' broadcasted in TRT2's Eşik program was used. Following an experimental method, user perception was evaluated with questionnaires applied before and after screening the documentary.The results were analyzed with "Dependent Groups t-test" in SPSS and the statistical significance of the change in user perception was discussed. The findings of the study showed that architecture documentaries significantly changed architecture students' acceptance of contemporary mosque designsIn addition, after screening the documentary, it was determined that the perception that architectural elements such as dome and minaret can be included in mosque architecture in different forms was strengthened.The results obtained show that mass media can be used not only as a tool in architectural education, but also as a method for informing the society and adopting contemporary design approaches to mosques. [ABSTRACT FROM AUTHOR]

Spatial ability (SA) is the mental ability to create, maintain, and manipulate abstract visual representations. Studies have shown that SA is a strong predictor of success in the fields of science, technology, engineering, and mathematics (STEM). More recently, attention has extended to the field of architecture, a discipline where spatial thinking skills are fundamental, yet students in this field have not been extensively examined in terms of their spatial abilities. Therefore, SA skills are essential for students in engineering and architecture during their initial academic phases. This research was conducted within an interdisciplinary academic college and describes in detail a new integrated and hybrid training program that is part of a recent mixed-methods study. This program was built to effectively enhance the SA of first-year undergraduate students in a cost-effective manner, using a multi-method teaching strategy. The training program spanned more than 20 h across four sessions. This article focuses on the training methodology, encompassing four key phases, and serves as a complementary article to the one that was just published separately, describing the effectiveness of this intervention program as measured using SA standard tests. Notably, in certain scenarios, these phases were combined rather than being standalone independent modules. The traditional teaching method (TTM) lays the foundation for SA knowledge via lectures and collaborative interactions. Subsequently, computer-based learning (CBL), using tools such as SketchUp and GeoGebra, facilitates in-depth virtual geometric exploration. Augmented reality (AR) training offers an immersive learning experience, allowing students to interact with 3D objects in real-world environments. Finally, the building real model (BRM) phase transforms 2D designs into tangible 3D structures. This study highlights the comprehensive training approach, emphasizing the robust learning environment facilitated by integrating these phases as part of the full mixed-methods research. The suggested integrated training program was qualitatively explored through post-intervention evaluations to understand participants' experiences and perceptions. [ABSTRACT FROM AUTHOR]

Methods for representing 3D space on a two-dimensional medium include parallel and central projection. Parallel projection is simpler to use, because lengths and angles are not deformed, and it is used at the beginning of geometry education. However, for a clearer visual perception of 3D space, it is more suitable to use the central projection (perspective), which shows the space as we see it. For students of architecture, it will be shown how Rhinoceros software can solve some problems within the primary course of Descriptive Geometry. The Rhinoceros desktop displays 3 orthogonal projections and a perspective view simultaneously. In the paper, it will be shown how the breakthrough problems of rounded solids can be solved more simply using the software Rhinoceros by teachers. [ABSTRACT FROM AUTHOR]

This research aims to question the effect of adopting non‐formal and informal learning environments into architectural education on the overall learning experiences of architecture students. In this context, a series of out‐of‐school activities organised within the scope of Maltepe University, Faculty of Architecture and Design, which are based on a variety of different non‐formal and informal learning methods, are discussed. Although there are various out‐of‐school activities, the significance of these comprehensive extracurricular activities relies on being an entire student initiative from planning to execution and consisting of symposiums, workshops and organisation processes that bring non‐formal and informal learning experiences together. Unlike most of the research discussing non‐formal/in‐formal activities through final products, our research focuses on the learning experience of the students and the learning process itself. Based on the participant observation method, we gathered data through observing behaviours and interactions, casual conversations, unstructured and informal interviews, and reviews of the participants' studies. The findings revealed the learning acquisitions and benefits that students gained intentionally or unintentionally throughout the process from integrated learning environments, which are required to compete with the complex challenges of architectural education and the profession, as emerging technologies, materials, design trends and societal conditions. This reality forces architectural education programs to embrace and integrate informal and non‐formal learning experiences into their curricula. Flexible learning models need to be designed and adapted to formal education to provide a well‐rounded educational experience for architecture students, emphasising self‐directed learning and practical experience in real‐world contexts. [ABSTRACT FROM AUTHOR]

The aim of this study is to evaluate the extent to which negotiated pedagogy as a decolonised pedagogy that calls for more social forms of learning is capable of enabling students to acquire skills for future practice in Nigeria. The curriculum of architectural education in Nigeria has been predicated on the British and American pedagogic learning models. These models do not reflect the diverse cultural practices and rarely enable students to acquire and develop capabilities to self-initiate projects and create jobs without waiting for commissions. The study utilised critical review of existing literature to expose the weaknesses of the current studio models in enabling students and future architects to acquire skills for future practice. The paper employed interview and case study to examine how negotiated pedagogies at the margins are opening up new ways of engaging in practice. The findings reveal that negotiated pedagogy challenges the orthodoxy of existing studio models by empowering today's graduating architecture students to develop a critical voice to question how their learning is equipping them for practice. By negotiating and integrating multiple approaches to learning and producing architecture, the line between education and practice, architects and users, educators and students and real and imagined is redrawn. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has caused significant changes in almost every field globally and has also caused significant revisions in the education process of many disciplines, including architecture. The transition of the programs in architecture schools worldwide to distance education in 2020 has created an extraordinary experience of designing lectures for distance education apart from traditional methods. The current study examined the attitudes of students, who are thought to be most affected by this pandemic process, toward distance education in terms of the usefulness of and preference for distance education, the feeling of lack of social presence, and the preference for face-to-face education. This study also sought the factors affecting the success of students in design studios. The opinions of 970 students studying design at 20 universities in Turkey were sought. This mixed method study revealed that, together with the pandemic, distance education closely affected student success, especially in faculties where design courses are given. The attitudes of male students studying architecture are significantly more positive toward distance education compared to those of female students. The results illustrated that students with adequate Internet access also have better views on the usefulness of distance education compared to those with insufficient internet access. As the students' grade level in the faculty of architecture increased, their attitudes toward distance education changed positively. The overall results reveal that traditional education promotes student creativity and design capacity significantly in all departments associated with design and architecture. The findings of the present study underline the need for revisions in educational institutions with design formation, including schools of architecture, in terms of teaching methods for design lectures, thereby increasing and improving the quality of education. [ABSTRACT FROM AUTHOR]

Copyright of Architectus is the property of Oficyna Wydawnicza Politechniki Wroclawskiej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Spatial ability (SA) refers to the ability to generate, retain and manipulate abstract visual images in one's head. Research of this ability conducted during the last few decades had shown that SA is an essential ability to the development of mathematical skills in children. Later studies addressed adult SA development and accordingly found that SA was a predictor of success in Science, Technology, Engineering and Mathematics (STEM) fields of academic studies. Recently, focus has also been directed to another related field which is architecture. This group has not been extensively researched in relation to its spatial thinking abilities. The current research examines the efficiency of a new training program aimed at improving engineering and architecture student's SA abilities. This program was based on previous intervention programs but was innovative in its combination of both traditional and computer-based teaching methods and combining frontal learning, hands on model building and augmented reality (AR) tools, all in a short program of 20 h. We asked whether the training program will be effective in improving student's SA ability and whether this improvement will remain across different factors such as gender, faculty and math level. The results showed a significant improvement in SA abilities among the students who took the training program, compared with the control group. These results were true for both engineering and architecture students. Moreover, the results showed the training program to be efficient regardless of gender or prior math level. [ABSTRACT FROM AUTHOR]

The main objective of the research titled "Science Fiction and Architecture as an Elective Course in Architectural Education" is to investigate the course "Science Fiction and Architecture" developed in accordance with the goal stated in the "UNESCO/UIA Charter for Architectural Education" to improve the skills of architecture students to develop solutions for the future. The Science Fiction and Architecture course selection is based primarily on the fact that science fiction directly addresses the future and inevitably deals with the future of space and place. It is hypothesized that the study of science fiction can help develop ideas about the future of space. Students received theoretical explanations of the topic and were recommended written and visual resources to read and view. They were expected to conduct various studies. The corresponding studies were analyzed and compared using a descriptive analysis method. The study and comparison revealed the achievement of the specified learning outcomes. The data obtained suggest that engaging in science fiction enhances and enriches students' abilities to develop ideas about the future of spaces, design, and architecture. To develop architecture students' abilities to think about the future of architecture, buildings, design, spaces, and cities, it is recommended that courses be offered that explore the relationship between science fiction and architecture in architectural education curricula or that the topic be incorporated into other courses. If the topic is not covered in the curricula, students should be encouraged to do their research. [ABSTRACT FROM AUTHOR]

Introduction: The integration of AI in architectural design represents a significant shift toward creating emotionally resonant spaces. This research investigates AI's ability to evoke specific emotional responses through architectural imagery and examines the impact of professional training on emotional interpretation. Methods: We utilizedMidjourney AI software to generate images based on direct and metaphorical prompts across two architectural settings: home interiors and museum exteriors. A survey was designed to capture participants' emotional responses to these images, employing a scale that rated their immediate emotional reaction. The study involved 789 university students, categorized into architecturemajors (Group A) and non-architecturemajors (Group B), to explore differences in emotional perception attributable to educational background. Results: Findings revealed that AI is particularly effective in depicting joy, especially in interior settings. However, it struggles to accurately convey negative emotions, indicating a gap in AI's emotional range. Architecture students exhibited a greater sensitivity to emotional nuances in the images compared to non-architecture students, suggesting that architectural training enhances emotional discernment. Notably, the study observed minimal differences in the perception of emotions between direct and metaphorical prompts among architecture students, indicating a consistent emotional interpretation across prompt types. Conclusion: AI holds significant promise in creating spaces that resonate on an emotional level, particularly in conveying positive emotions like joy. The study contributes to the understanding of AI's role in architectural design, emphasizing the importance of emotional intelligence in creating spaces that reflect human experiences. Future research should focus on expanding AI's emotional range and further exploring the impact of architectural training on emotional perception. [ABSTRACT FROM AUTHOR]

In this study, the importance of origami in transforming 2D patterns into 3D objects is highlighted. Within a design workshop, projects of architecture graduate students were evaluated, focusing on the conversion of 2D patterns to 3D using various tools. The workshop consisted of two stages. In the first stage, students created basic geometric shapes such as spheres, cubes, and ellipses using the origami technique with A4 and A5 papers, and transformed them from 2D to 3D through practical tessellation processes. In the second stage, students were instructed in basic folding techniques using Rhino-Grasshopper software, enabling them to digitally model the transformation from 2D tessellation to 3D structures using the origami technique. The study examined these processes, considering variations in tessellation methods, the influence of material knowledge on tessellation processes, and the impact of material characteristics on form finding. [ABSTRACT FROM AUTHOR]

Based on his unpublished memoirs, this essay describes the university and practical training of Fritz Beblo (1872–1947), who was in charge of the Building department of Strasbourg from 1903 to 1918. Beblo was a student of the architecture teacher Carl Schäfer in Karlsruhe, who was the starting point of a wide-ranging network of architects: the Schäfer students formed a sworn fraternity and supported each other in their professional advancement. Thus, out of loyalty to his teacher and his fraternity, Beblo only hired employees who had studied under Schäfer. In this way, he simultaneously guaranteed a uniform artistic understanding in his team and was able to let his employees work on the individual building projects independently. In this way, a considerable body of high-quality buildings in regionalist-reductionist forms was created, which became exemplary for public and private architecture in Alsace until the interwar period. [ABSTRACT FROM AUTHOR]

The impact of emotions on human behavior is substantial, and the ability to recognize people's feelings has a wide range of practical applications including education. Here, the methods and tools of education are being calibrated according to the data gained over electroencephalogram (EEG) signals. The issue of which design tools would be ideal in the future of interior architecture education, is an uncertain field. It is important to measure the students' emotional states while using manual and digital design tools to determine the different impacts. Brain-computer interfaces have made it possible to monitor emotional states in a way that is both convenient and economical. In the research of emotion recognition, EEG signals have been employed, and the resulting literature explains basic emotions as well as complicated scenarios that are created from the combination of numerous basic emotions. The objective of this study is to investigate the emotional states and degrees of attachment experienced by interior architecture students while engaging in their design processes. This includes examining the use of 2D or 3D tools, whether manual or digital, and identifying any changes in design tool usage and behaviors that may be influenced by different teaching techniques. Accordingly, the hierarchical clustering which is a technique used in data analysis to group objects into a hierarchical structure of clusters based on their similarities has been conducted. [ABSTRACT FROM AUTHOR]

Under the background of “artificial intelligence + X”, the development of landscape architecture industry ushers in new opportunities, and professional talents need to be updated to meet the social demand. This paper analyzes the cultivation demand of landscape architecture graduate students in the context of the new era, and identifies the problems by comparing the original professional graduate training mode. The new cultivation mode of graduate students in landscape architecture is proposed, including updating the target orientation of the discipline, optimizing the teaching system, building a “dual-teacher” tutor team, and improving the “industry-university-research-utilization” integrated cultivation, so as to cultivate high-quality compound talents with disciplinary characteristics. [ABSTRACT FROM AUTHOR]

Recently, the rise in student numbers has led to the establishment of many new colleges and universities in China. As a result, there has been a significant increase in data collection on students' athletic skills. To manage these data, educational institutions are implementing information management systems. However, tracking sports results remain challenging since sports information may not always be collected during sports teaching. This work presents a systematic strategy to address this problem by evaluating student athletes' abilities using an Apriori algorithm, decision tree (DT), and association rule. It covers the processes for collecting data, preprocessing, selecting features, and evaluating models. The efficiency of the DT algorithm in solving classification problems, including student achievement analysis, is emphasized. The association rule algorithm is applied to figure out the correlation between students' physical fitness and their involvement in physical education. The Apriori algorithm is introduced to reduce the amount of data needed in merging item sets. Lastly, the overall architecture of the college students' physical fitness analysis system is presented. It covers the insertion of sports test scores, the calculation of total scores, and the application of DT analysis for evaluating student achievements. The process involves standardizing database information, selecting a training instance set, and determining attributes based on information gain. The efficiency of the system is evaluated in terms of accuracy, precision, recall, and F1 score. In comparison with previous works, our recommended system can track and analyze students' athletic capability, fitness, and physical ability to create personalized workout routines and monitor their health in real-time. [ABSTRACT FROM AUTHOR]

Semi-supervised learning uses a small amount of labeled data to guide the model and a large amount of unlabeled data to improve its performance. Most semi-supervised object detection methods build a teacher-student architecture and train the student network with pseudo-labels generated by the teacher. To guarantee the accuracy of pseudo-labels, a high threshold value is always applied to filter out all of the low-scoring labels according to the inference results of the teacher. We argue that these discarded labels with low scores have more information for the current model and should be taken into consideration in the training phase. Further, we propose an uncertain region mining(URM) framework that utilizes these uncertainty low confidence labels. Especially, URM exploits the uncertain labels from two aspects: (1)Recalling the underlying correct labels: URM designs a fusion function that rectifies the outputs of the teacher with the student and recalls the high-quality pseudo-labels. (2)Avoiding the error information of the error labels: URM proposes a negative loss function that utilizes the uncertain labels without introducing error information. For the regression task, a new branch is attached to the detector to predict the localization scores of bounding boxes. Based on the predicted scores, we propose a re-weighting strategy that alleviates the noisy problem from the imprecise localization of the bounding boxes. Experiments on PASCAL-VOC, MS-COCO and DOTA datasets demonstrate the effectiveness of our proposed method. [ABSTRACT FROM AUTHOR]

Each geographic location has its own unique architectural language and characteristics. Therefore, it is important to acknowledge that architectural design cannot be universally suitable for every geography. To be able to think, calculate, evaluate and analyse all these and more at every scale is possible with 'human-space relationship and psychology' (HSRP). For this reason, HSRP seems to be a lerning necessity for architecture students, especially interior architecture departments, in undergraduate education processes. The study started by determining the position of architecture and interior architecture education and HSRP in undergraduate education. Based on the findings obtained and analysed, an education model on HSRP was developed and applied to interior architecture and architecture undergraduate students in three different academic terms. The HSRP education model combined theoretical subjects and activities, and the students' cognitive levels were measured at the beginning and end of the academic term. Quantitative data demonstrated that the developed education model made the subject more comprehensible to the students compared to a purely theoretical approach. This emphasised the importance and necessity of the course. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Objectives: The rapid advancement of computer technology has revolutionized various aspects of work and life, emphasizing the need for training and proper utilization of digital tools. Architectural software has become integral to the design process, enabling architects to explore new methods. However, concerns have arisen regarding the impact of software on creativity and innovation. This study aims to determine the appropriate timing and method for teaching software to architecture students while mitigating the negative effects on creativity. The findings will contribute to the development of more effective software training approaches in architecture schools and design firms. While technology offers benefits such as increased design speed and visualization, a balance between digital tools and traditional methods should be maintained in architectural education. Materials and Methods: The study adopts a qualitative approach, involving activities such as observation, interviews, and extensive participation in research activities to obtain firsthand information about the research subject. Qualitative research encompasses various data collection methods such as field research, observation or participation, and in-depth interviews. In the initial phase, the documentary method and library study were employed to establish the theoretical foundations of the research topic. In-depth interviews were conducted to gather information from experts in the field of architectural education. Data analysis involved content analysis, where the components of the collected text were categorized and counted. The independent variables of the research are the correct method and timing of teaching architectural software to students, while the dependent variable is the improvement of students' efficiency and benefit from learning the software. The findings were derived from the analysis of the interview responses and logical reasoning. Findings: The findings of the research indicate that students entering the field of architecture should first develop a solid foundation in hand drawing and design principles before delving into architectural software. Early exposure to software without a proper understanding of architecture can hinder creativity and result in the production of complex forms devoid of purpose and spatial understanding. It is recommended that students establish a strong connection between their hand, eye, and mind through freehand drawing and creative thinking before transitioning to digital software. The concept stage of design is best approached through manual sketches and modeling, while software can be utilized in later stages. Simultaneous teaching of software alongside other architectural subjects may lead to information overload and reduced focus. A progressive and integrated approach to teaching software within the curriculum is suggested to enhance students' practical application of software tools. This research provides insights for developing an effective educational method that prepares students for the job market while fostering their creativity and architectural understanding. Conclusions: The research findings suggest that students should learn architectural software after developing a foundation in hand drawing and design principles. Starting software training too early can hinder creativity and result in superficial designs. Teaching software alongside other architectural subjects in a progressive and integrated manner is recommended. Practical, project-based training helps students understand software features and promotes lasting learning. Unnecessary software components should be avoided to prevent confusion. Universities should modify their programs to meet students' needs in the job market and provide comprehensive software education. [ABSTRACT FROM AUTHOR]

Methods for representing 3D space on a two-dimensional medium include parallel and central projection. Parallel projection is simpler to use, because lengths and angles are not deformed, and it is used at the beginning of geometry education. However, for a clearer visual perception of 3D space, it is more suitable to use the central projection (perspective), which shows the space as we see it. For students of architecture, it will be shown how Rhinoceros software can solve some problems within the primary course of Descriptive Geometry. The Rhinoceros desktop displays 3 orthogonal projections and a perspective view simultaneously. In the paper, it will be shown how the breakthrough problems of rounded solids can be solved more simply using the software Rhinoceros by teachers.

Yer kabuğunda aniden meydana gelen sarsıntılarla oluşan depremler, mimarlık ve inşaat alanları için özellikle önemlidir. Çünkü depremler nedeniyle yıkılan, hasar gören her yapı insan hayatını tehlikeye atmakta ve hatta büyük ölçüde can kayıplarına neden olmaktadır. Oysa sağlam, güvenilir, deprem yönetmeliklerine ve inşa süreçlerine uygun yapılan her yapı insan hayatını kurtarmaktadır. Depremler meydana geldikleri bölge başta olmak üzere toplum üzerinde sosyal, psikolojik, ekonomik etkilere sebep olmaktadır. Özellikle kullanıcılar tarafından en temel yaşam birimi olan konuta olan güven sorgulanmakta; konut tercihleri, beklentileri, konuttaki önem ve öncelik sıralamaları değişmektedir. 6 Şubat 2023 tarihinde gerçekleşen ve 45 bin can kaybına sebep olan Kahramanmaraş merkezli depremler sonrasında bu sorgulamalar yeniden yapılmaya başlanmıştır. Bu kapsamda ele alınan çalışmada, Kahramanmaraş depremlerinden sonra mimari açıdan en çok ihtiyaç duyulan yapı birimi olan konuta ilişkin tercihlerin belirlenmesi amaçlanmıştır. Bu tercihlerin deprem öncesinde ne olduğu, deprem sonrasında nasıl değiştiği ve şekillendiği konusunda mimarlık öğrencilerinin katılımı ile bir inceleme gerçekleştirilmiştir.

This research investigates the collaboration competencies among architecture students at Eastern Mediterranean University, in North Cyprus, highlighting the necessity for curricular enhancements to foster teamwork skills essential for professional practice. A structured questionnaire was administered to 77 final-year students, evaluating their knowledge, abilities, and experiences in collaborative settings. Factor analysis revealed twelve key components of collaboration, indicating moderate skill levels overall. Notably, students excelled in work quality, self-reflection, and time management yet exhibited deficiencies in team learning, role adaptability, and equitable idea contribution. This study identified five critical dimensions of teamwork: interpersonal facilitation, collaborative leadership, engagement contribution, active listening, and transparent information exchange. A strong correlation emerged between students’ perceived readiness for collaborative work and their self-rated leadership and interpersonal skills. Comparative analysis showed distinct collaboration skill sets between international and domestic students and across different academic years. These insights emphasize the imperative for architectural education to progressively incorporate specific learning activities and interventions to cultivate teamwork competencies systematically. The development of such skills is vital for preparing graduates to effectively navigate and lead within the multidisciplinary contexts they will face. Recommendations include curriculum redesign to integrate explicit teamwork instruction, faculty development programs, and fostering an educational culture that consistently values collaboration. Future studies should investigate effective pedagogical strategies for nurturing collaboration skills and examine how individual variances affect the acquisition of these critical abilities.

The study aims to determine how the university students conceptually perceive the housing, which is the building group most affected by the destruction in the cities that were largely destroyed after the 2023 Kahramanmaraş earthquakes. In the survey conducted with the participation of a total of 183 students who experienced earthquakes, felt shaking and did not experience an earthquake; they were asked to indicate which concepts the earthquake, the house before the earthquake and the house after the earthquake evoked in their minds. When students are told “earthquake”, the concept of fear/panic comes to the fore in a very dominant way. The top 10 most repeated associations in the formation of the “earthquake” image in the minds of the students are listed as fear/panic, destruction/disaster, death, shaking/concussion, debris/destruction, anxiety, loss, despair, darkness, and pain. When students are told “residence/house before earthquake”, the top 10 most repeated associations in total are listed as safety/safe space, living/living space, family, peace/comfort, home, sheltering/shelter, warm/sincere, belonging, take refuge/asylum, durable/resistant. When students are told “housing/house after earthquake”, fear/panic, durable/resistant, insecurity, debris/destruction, anxiety, family, ruin, living/living space, grave, trust are found to be sorted. As a result, it is thought that the associations and results revealed by these analyzes will contribute to the sensitivity and recovery of an earthquake survivor or an individual with fear of earthquakes when they need psychological support. In addition, it is expected to shed light on the solid and trust-building designs and plans that the individual and society expect for the formation of their physical environment. [ABSTRACT FROM AUTHOR]

The present study aims to investigate the awareness of Building Information Modeling (BIM) in Turkey from students' perspectives. While numerous studies in the literature have explored BIM awareness in the industry, research specifically focused on students is scarce. Thus, this study aims to contribute a new and current perspective to the existing literature by measuring student awareness based on empirical evidence. By doing so, it intends to provide valuable insights for future research and curriculum development. The research utilized the results of a survey conducted in 2022 involving the participation of 34 fourth-year students in the architecture program. The findings indicate that students have heard about and even utilized the concept of Building Information Modeling, but their knowledge of this technological development needs to be more comprehensive. The survey was designed to assess the students' BIM awareness level to explore their understanding and proficiency in using BIM. The results revealed that students need to learn more about the technological elements and components that constitute BIM. This limitation hampers their potential to utilize BIM in practice effectively. The outcomes of this study underscore the necessity for architecture education programs to adopt a more comprehensive approach to BIM. Developing educational and informational strategies that enhance students' knowledge of BIM is imperative. The findings of this study serve as a valuable resource for increasing BIM awareness in architectural education and facilitating students' adaptation to this technology. [ABSTRACT FROM AUTHOR]

This paper aims to evaluate British architecture students' peer learning experiences in informal situations, that is, outside formal timetables. Due to the COVID-19 pandemic, the study made a comparison between those students' learning experiences within physical and virtual environments, to find out if there are changes, difficulties and novelties when those students were introduced to unfamiliar learning contexts. Using the theoretical lens of the community of practice, the author conducted interviews and questionnaires to collect students' learning experiences and stories when they were engaged in those two environments, respectively. It was found that the physical design studio environment and mutual engagements within it are essential to those students' individual learning. Therefore, even if those students learned within the virtual environment, they still tried their best to simulate a design studio atmosphere to learn as the form of a community. Another obvious issue is that students normally lack peer-to-peer support, such as architectural knowledge, IT skills and mental health, when they are engaged in virtual environments. Comparatively, those supports are easily obtained via peer learning within physical environments, especially design studios. Based on the finding, future work should determine what architectural knowledge, skills, values and attitudes students developed from the community of practice. [ABSTRACT FROM AUTHOR]

This study offers a thorough lens for viewing the design studio as a distinctive pedagogical learning setting that fosters autonomous learning by analyzing the nature of design problems and the design studio as a physical learning context. The word "design" itself is problematic, and learning design focuses on doing rather than merely tackling knowledge-based problems. Students in the design studio challenge preexisting beliefs, actively contribute to the creation of new knowledge, and then reflect on that knowledge through a specific assessment process. The design studio, which incorporates both physical context and social interactions, is not ideal, and it is imperative to acknowledge and address its associated shortcomings. The current research is undoubtedly crucial for a wider range of different studio-based programs as well as for architecture lecturers and students. [ABSTRACT FROM AUTHOR]

The initial phases of design, known as the conceptual design phases, are often associated with hand sketching, while parametric tools are reserved for the later, more developed stages of design. This paper examines the potentials of using parametric tools in the early design phases in comparison to widely utilized hand sketching. It is intended to find out the impacts of using parametric tools on the cognitive behaviors and the satisfaction of self-assessment levels of the designers. An experimental study was conducted with a group of graduate architecture students using Grasshopper, the findings of which are analyzed through a content-oriented coding scheme, together with protocol analyses. Significant differences are found between cognitive behaviors of the participants in using hand sketching and Grasshopper. The findings show that all of the participants consider Grasshopper as a useful conceptual design tool that may be utilized in early design phases, in contrast to its wide popularity in the late stages of design. [ABSTRACT FROM AUTHOR]

Introduction: Inadequate sleep among undergraduate students might have an impact on their bodies and everyday activities. This study aims to investigate the association of physical activity and dietary behaviour on sleep quality among students of Faculty of Architecture, Planning, and Surveying in UiTM Selangor. Method: This research was conducted using a cross-sectional research and convenience sampling. The data were collected through the use of self-administered questionnaires from May to June 2022. Data analysis was done using Statistical Analysis Package for Social Sciences (SPSS) version 20.0. Results: A total of 321 students responded the questionnaire. The prevalence of poor sleep quality among undergraduate students of Faculty of Architecture, Planning and Surveying was 93.5%. It was found that physical activity was not associated (p>0.05) with sleep quality using Pearson's Chi-square test. Pearson's Chi-square test revealed that sleep quality was associated (p<0.05) with dietary behaviour which is Western fast food, sweets, water and breakfast skipping, gender, years of study and residential. Conclusion: This study revealed a high prevalence of poor sleep quality among students of Faculty of Architecture, Planning and Surveying. This information may be helpful in creating programs to treat and promote good sleep hygiene practices that may improve students' physical and mental health. [ABSTRACT FROM AUTHOR]

In the 21st century, superhuman speed and its effects on social life, settlements growing fast and changing in a short time shorten the life of urban architecture, and urban identity, culture, and history cannot keep up with this speed and are damaged. In the context of architectural education, the question of "to what extent architectural students know about the architectural elements that shape the identity and history of the cities they live in" is the starting point of this research. With the awareness that museums are effective learning areas in architectural education processes with their changing and renewed functions, this study was conducted specifically in Ankara. The data obtained from the applications and interviews conducted with the faculty members and students who teach architecture education indicate that students have quite limited knowledge about the architectural history of the city they live in when they start their architectural education. In the proposed educational study, architecture students studying in Ankara are enabled to get to know the history of the city they live in with rich content by experiencing, producing, and sharing the spaces; The aim is to support architectural education with museum education criteria and methods and, in this way, to develop students' urban awareness. In this regard, the application findings of the museum education package prepared for architecture students by examining the content and achievements of courses related to urban history show that: Students participated in museum education activities voluntarily, took an active role, and were informed. They expressed their desire to participate in museum education again. Consequently, it has been concluded that the contents of the courses related to cities and their architectural history in the formal education program can be supported by museum education within the scope of the informal activities of architectural education. Similar new research and applications can be applied in each city. [ABSTRACT FROM AUTHOR]

The architectural design and the policies of energy-saving and emission-reduction proposed by the state are mutually influenced. In this case, the architecture major in colleges and universities should pay more attention to the training of talents under the policy to meet society’s need for talent. Universities are essential places for the personnel cultivation of architecture students, and it is necessary to understand the perceptions of such students about energy-saving and emission reduction in green building construction in China. Regarding their major (sophomore to graduate architecture students at Anhui Polytechnic University) and related courses about green buildings, this study assessed and compared students’ opinions about the energy-saving and emission reduction of green buildings. To achieve the research goals, 140 questionnaires were conducted among the students as mentioned above. The study results showed that most respondents believed it is essential to promote energysaving and emission reduction of green buildings in the context of high energy consumption in China’s buildings. Students thought that building energy-saving design and technology, building materials courses, and experimental teaching methods were more important in student teaching. It was also clear from the research that students spend more time in the dormitory and library, thus the energy-saving and emission-reduction technologies can focus on these building types. Based on the Chi-square test, the influence of gender and grade on the results of some questions was further investigated. [ABSTRACT FROM AUTHOR]

Digital skills are emphasized in the ongoing process of digital transformation in higher education. In this article, digital literacy is discussed within the broader perspective of design literacy and the acceleration of the digitalization process of first-year design education at the time of the outbreak of the COVID-19 pandemic in spring 2020 is highlighted. The article interrogates the role of digital skills in the development of design literacy of first-year architecture students through a multiple case analysis of ARCH 101 design studio practices executed in the Bachelor of Architecture programmes at the Özyeğin University, Department of Architecture and the Middle East Technical University, Department of Architecture. The digitalization processes of ARCH 101 studios increased rapidly when the COVID-19 pandemic started and resulted in the integration of digital tools into basic design education in ways that transformed (1) the communication modalities and the representation and research strategies used by students, and (2) the understanding and methodologies of the design process when used as generative design tools. [ABSTRACT FROM AUTHOR]

The primary objective of this study is to evaluate the divergent thinking abilities of first-year architecture students who are currently enrolled in a course focused on divergent thinking in architecture. The statistical analysis of student's studio works with Wallach Kogan's divergent thinking pre/post-tests results demonstrated that the post-test score for verbal stimuli fluency was higher than the visual post-test score. In addition, the post-test score for visual flexibility was higher than the verbal post-test score. In originality students got the highest scores in posttests both in visual and verbal tasks. Besides, the correlation analysis indicated a strong correlation between fluency and originality. These results revealed that design training considerably enhances students' capacity to produce original ideas both in visual and verbal thinking. In terms of their ability to create considerably more and qualified ideas on related themes students demonstrate more improvement in their verbal reasoning abilities than their visual reasoning skills. The present study determined that curricular intervention in the first semester training where the instructor emphasized development of divergent thinking skills improved students' both visual and verbal divergent thinking skills, to a greater degree in originality and to a lesser degree in fluency and flexibility in idea generation. [ABSTRACT FROM AUTHOR]