An Experiment For Measuring The Effect Of Architecture Eduation On Space Perception

Abstract

The concept of space, which is based on architecture and confronted as an architectural product, has various definitions in the literature. Many perspectives were improved on the concept of space that was discussed for years. Space perception is a contemporary and sophisticated theme. Aforementioned concept is classified as sensual and cognitive perception. While sensual perception is consisted of sight, hearing, smell and touch sense, cognitive perception is defined by Downs and Stea as a range of psychological transformation of obtained information by the individual and coding, storages, recollections and an analyzed case about relative places. [1]

The effect of education on space perception was evaluated within this study. Education is assumed as an important element for the generation of architecture discipline, though opposing views. Architecture education provides yield such as saving detailed perceptual levels for the individuals and differentiating space perception style. The results that architects and non-architects evaluate the constructions differently were expressed within many studies. The objective of this study is to bring into question the space perceptions of architecture students, the change about the evaluating skills of obtained information in parallel with the education.

The study was conducted through a questionnaire about the effect of education on space perception among students in the first, second, third and fourth classes. Four constructions that are an important architecture product and completed after the year of 2000, were selected for the study. The questionnaire was consisted of adjectives for measuring the visual perception at the end of the reviewing process of the literature. Besides, the students are asked for estimating the function and material of the constructions by evaluating visual imaginations. The obtained data was evaluated via statistical analysis.

The 1st and 4th class students answer more decisive and the other classes present ambivalent answers as considering the significant results. Furthermore, positive effect of education on estimating material and function is highlighted as a conclusion of the study.