Özet:

The cities of our country are rich in historical cultural heritage with different qualities. For this reason, the profession of architecture is somehow in contact with this cultural heritage of professional life. In particular, a significant number of professionals are employed in private or public institutions directly related to cultural heritage. Because of this reality, it is unthinkable that architectural education will be insensitive to or denial of cultural heritage. We can say that we are obliged to learn and understand our architectural heritage in terms of architectural history and the concept of conservation. Many professionals may have to produce current projects in or near the historical building. When designing a new structure in the historical environment, it can be said that the knowledge about how cultural heritage constitutes an input to the design should be in the profession. The most important period in which this knowledge can be given is the architectural education process. The issue of new building design in the historical environment has been widely discussed in our country in the last two decades and compared with the examples in Europe, comments have been made about the possibilities of construction in our country. Realizing that this issue is important for architectural professional life, an experimental studio work was carried out with the participation of 22 students in the Studio V course of the Department of Architecture at Konya Technical University. In this study, it is aimed to develop participatory students’ historical environment or building sensitive design skills. In addition, the workshop focused on raising awareness of students’ historical environment and raising  awareness.Before the start of the studio study, the awareness of the students on the subject was measured with a survey and it was observed that many students did not have direct knowledge, interest and awareness about the subject. In the process, awareness of the lecturers and students’ own researches were tried to be increased. At the end of the process, the knowledge of the students during the workshop process was reflected to the project results and the designs were introduced by realizing the historical texture. At the end of the process, the participant students’ approaches to the subject were re-measured and it was observed that they gave more information-based answers. As a result, in the historical environment, the design of the building has been included in the architectural education, information about the subject has been transferred and these results have been reflected. At the end of the process, it contributed to the training of professional people who are sensitive to historical environment.

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