Abstract:

Abstract It is an indisputable fact that design studios are at the core of architectural education. In these studios, students are expected to develop creative ideas to the given design problem using components such as function, context, user, form and structure. However, the structure among these components is generally neglected in the design process. In some design studios, it is considered solely after completing architectural design. In this case, it is not possible to integrate the structure with form and space. The reasons are as follows: the inadequate number of structure courses or their inability to support design studios in terms of the content, the lack of knowledge on structural systems, the lack of encouragement on structural design in studios and the inadequate number of lecturers that are expert on the structure. As a result, the structure cannot be integrated with the architectural design even though it is an integral part of the architecture which allows developing creative solutions for form and space. In this article, it is investigated how the generation of form and space changes the design as the structure is integrated into the design process, and its effect on creativity. Within this context, in the third-year design studios that were coordinated for two semesters, the structure was included in the architectural design process starting from the earliest stage (concept) to the final stage. A survey was conducted to evaluate the design process in terms of structure, form and space in which 51 students were involved in the studio. In the survey that is divided into three parts, the undergraduate education in the context of structure, the relationship between structure and architectural design, and the analysis of structure-based architectural design were evaluated. Survey data were analyzed with IBM SPSS Statistics software.

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