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A/Z : ITU journal of Faculty of Architecture

Design of the learning spaces is not only the field of the design discipline. Alternative learnin... more Design of the learning spaces is not only the field of the design discipline. Alternative learning processes such as outdoor environmental learning underline an emerging field that needs to be discussed with interdisciplinary lenses. This study stands in between design, environmental learning, and sustainability. Environmental learning brings the concepts of learning outside and in daily life by sharing and experiencing the knowledge. Educational spaces cannot be handled with traditional design principles anymore. Designers should start approaching the learning spaces not only with aesthetical or spatial values; and start to include curriculum design, sustainable design, and alternative learning processes into this multifaceted process. Designers and education managers should also interpret this "in-between" field with practice-based studies. Therefore, this study is critical because it creates a practice-based process for creating a sustainable design-based curriculum that empowers students to design their schoolyards. The pilot study combines curriculum design, spatial design, and learning about sustainability themes, under "Design Your Schoolyard" online workshops and it includes multi-stakeholders to the process. On the other hand, field research evaluates the schoolyards of the pilot study area, Muratpaşa, Antalya, which aims to expose the condition of schoolyards for outdoor learning. The research first; aims to open a new discussion on schoolyard design in the education and design field. This issue should be handled on a national level by blending various disciplines. Second, it aims to put forward an experience-based process between alternative learning, learning about sustainability, and schoolyard design-for future studies.

ITU A|Z Journal, 2023

Iconarp international journal architecture and planning, Dec 20, 2022

Learning for sustainability encourages informal learning, embeds daily usages and observations in... more Learning for sustainability encourages informal learning, embeds daily usages and observations into the learning process, and has the potential to cultivate ecological-based habits for a sustainable future. We cannot separate the learning process and everyday life from each other. Therefore, the present research focuses on sustainable learning programs and designs in schoolyards within the framework of "learning landscapes," which is an emerging topic that requires interdisciplinary approaches. This article aims to combine curriculum design, spatial design, informal learning, and ecological design themes and explain the practice-based processes in "Design Your Schoolyard" workshops. This participatory and hands-on project involves multiple stakeholders and unfolds this multilayered structure within its process. Nature-child connections are insufficient in most cities, and the cultivation of sustainable practices only happens with nature and the practicing of sustainable behaviors in daily life. Therefore, school gardens are emerging with a new approach that interprets these areas as learning landscapes, not just as spatial designs but as an approach that creates connections with the curriculum and ecology to help children learn about sustainability and builds bonds between nature and children in daily life. This study aims to launch a new discussion about schoolyard designs that support children in learning about sustainability and to highlight the principles of these learning landscapes. Secondly, the research offers various suggestions about handling these sites, the importance of the design of multi-stakeholder processes, and the inclusion of various disciplines into the process from a participatory and experiential project experience.

Iconarp, 2022

Learning for sustainability encourages informal learning, embeds daily usages and observations in... more Learning for sustainability encourages informal learning, embeds daily usages and observations into the learning process, and has the potential to cultivate ecological-based habits for a sustainable future. We cannot separate the learning process and everyday life from each other. Therefore, the present research focuses on sustainable learning programs and designs in schoolyards within the framework of “learning landscapes,” which is an emerging topic that requires interdisciplinary approaches. This article aims to combine curriculum design, spatial design, informal learning, and ecological design themes and explain the practice-based processes in “Design Your Schoolyard” workshops. This participatory and hands-on project involves multiple stakeholders and unfolds this multilayered structure within its process. Nature-child connections are insufficient in most cities, and the cultivation of sustainable practices only happens with nature and the practicing of sustainable behaviors in daily life. Therefore, school gardens are emerging with a new approach that interprets these areas as learning landscapes, not just as spatial designs but as an approach that creates connections with the curriculum and ecology to help children learn about sustainability and builds bonds between nature and children in daily life.

This study aims to launch a new discussion about schoolyard designs that support children in learning about sustainability and to highlight the principles of these learning landscapes. Secondly, the research offers various suggestions about handling these sites, the importance of the design of multi-stakeholder processes, and the inclusion of various disciplines into the process from a participatory and experiential project experience.

Journal of Multidisciplinary Academic Tourism, 2019

Essence of the cultural routes can be described as a flow in the space where the cultivated touri... more Essence of the cultural routes can be described as a flow in the space where the cultivated tourists rediscover a slow lifestyle, meet with the local area in many ways -multi layers of the area unfolds to the tourists, they exchange knowledge with the local environment, learn about the area also they leave behind a knowledge too - to the local habitants of the place. This is a double-sided exchange. Thus, the settlements overlapping with the cultural routes need to be approached and planned with a special touch and awareness -related with the local data. Therefore, a multidisciplinary approach is needed. Paper will examine specific points related to this unfolding process such as: Essence of the walking; experiencing the nature; respecting culture and history. Three routes will be examined and interrelated for the “good practice” and learn from the others in order to reach sustainable and multidisciplinary planning insights.

EAAE Annual Conference Proceedings, 2019

Creativity is a mental process, as Andreasen (2006) describes, it happens when a thought comes up... more Creativity is a mental process, as Andreasen (2006) describes, it happens when a thought comes up to surface in the mind, it has a complex nature and it does not happen in a tabula rasa condition, instead interaction of human thoughts with socio-cultural situations creates this phenomenon, as Portillo (1996) defines the creativity as an interconnected and multidimensional construct involving person, process, product and place (environment/ press). One of the main intentions of this paper is to address the relationship between the creativity and its supportive environment in case of architectural education which can be defined as a design study that get its origins from creativity.

1 st of May neighbourhood is a crucial example of a participatory process of a squatter settlemen... more 1 st of May neighbourhood is a crucial example of a participatory process of a squatter settlement in Istanbul. It is obvious to see the place attachment and belonging. The tie between the inhabitants and place is dependent on mostly the political aura of the time. Left side organizations unite people around place and that reflects as a creative participation model against the unjust processes of migration and squatter housing process. Today it is hard to see the same attachment in the area, but it is still noticed an unseen barrier between the district and its environment. The place has a significant public park called Deniz Gezmis which signifies the character of a left sided memory of the past and we see an economical barrier to neo-liberal economy. Local markets and little economies against the big brands are noticed. Thus, it is easy to see the participation had transformed to another thing by decentralization of the political atmosphere in the 80s. Narratives of the past still...

Article Info Abstract 1st of May neighborhood is a crucial example of a participatory process of ... more Article Info Abstract 1st of May neighborhood is a crucial example of a participatory process of a squatter settlement. The tie between the inhabitants and place is dependent on mostly the political aura of the time. Place attachment and belonging can be read from the space. Left-sided organizations unite people and that reflects as a creative participation model against the unjust processes of migration and squatter housing process in its times. Today the same attachment does not exist, the participatory aura has changed by the decentralization of the political atmosphere in the 80s. However, the narratives of the past still exist, and it unites the neighborhood. Received: 31/08/2019 Accepted: 06/12/2019

The Hidden School Papers. EAAE Annual Conference Zagreb 2019 - Proceedings, Dec 29, 2020

Creativity is a mental process, and cognitive psychology has focused on this subject, especially ... more Creativity is a mental process, and cognitive psychology has
focused on this subject, especially in the last century. While
neuroscience concentrates on creative processes; new data
emerges. When we consider architectural production as a
creative process, the "free association REST thinking mode"
focuses on the principle of free circulating thought, allowing
relaxation and free-thinking to lead to new connections (cre‑
ative moments) in the brain. The paper aims to focus on how
spaces affect the creative process in case of architectural
education, production, and creation. If REST mode — as relax‑
ation, meditation, and awareness — supports the process of
creation, how do restorative (calming, meditative) spaces and
environments affect this process as well? With this approach,
students will be questioned with quantitative methods to collect
data about the effects of faculty and meditative environments
on the creative process.

Creativity is a mental process, and cognitive psychology has focused on this subject, especially ... more Creativity is a mental process, and cognitive psychology has focused on this subject, especially in the last century. While neuroscience concentrates on creative processes; new data emerges. When we consider architectural production as a creative process, the "free association REST thinking mode" focuses on the principle of free circulating thought, allowing relaxation and free-thinking to lead to new connections (creative moments) in the brain. The paper aims to focus on how spaces affect the creative process in case of architectural education, production, and creation. If REST mode -as relaxation, meditation, and awareness -supports the process of creation, how do restorative (calming, meditative) spaces and environments affect this process as well? With this approach, students will be questioned with quantitative methods to collect data about the effects of faculty and meditative environments on the creative process.

Gazi University Journal of Science Part B: Art Humanities Design and Planning, 2019

1st of May neighborhood is a crucial example of a participatory process of a squatter settlement.... more 1st of May neighborhood is a crucial example of a participatory process of a squatter settlement. The tie between the inhabitants and place is dependent on mostly the political aura of the time. Place attachment and belonging can be read from the space. Left-sided organizations unite people and that reflects as a creative participation model against the unjust processes of migration and squatter housing process in its times. Today the same attachment does not exist, the participatory aura has changed by the decentralization of the political atmosphere in the 80s. However, the narratives of the past still exist, and it unites the neighborhood.
Paper will trace with a flow diagram, the responses of government and locals to the informal housing process that have been experienced until now which is expected to clarify the relations between government and local participation processes. Creative participation models and theories will be examined, for the response of what can be done more for to stand against unjust processes in our present time? What can we learn from the narratives of the past? How can we preserve narratives in our daily life?

Journal of Multidisciplinary Academic Tourism, 2019

Essence of the cultural routes can be described as a flow in the space where the cultivated touri... more Essence of the cultural routes can be described as a flow in the space where the cultivated tourists rediscover a slow lifestyle, meet with the local area in many ways -multi layers of the area unfolds to the tourists, they exchange knowledge with the local environment, learn about the area also they leave behind a knowledge too - to the local habitants of the place. This is a double-sided exchange. Thus, the settlements overlapping with the cultural routes need to be approached and planned with a special touch and awareness -related with the local data. Therefore, a multidisciplinary approach is needed. Paper will examine specific points related to this unfolding process such as: Essence of the walking; experiencing the nature; respecting culture and history. Three routes will be examined and interrelated for the “good practice” and learn from the others, in order to reach sustainable and multidisciplinary planning insights.

Books by beste sabir

The Hidden School - EAAE Annual Conference 2019, Zagreb: Book of Abstracts, pp.156-161, 2019

Creativity is a mental process, as Andreasen (2006) describes, it happens when a thought comes up... more Creativity is a mental process, as Andreasen (2006) describes,
it happens when a thought comes up to surface in the mind,
it has a complex nature and it does not happen in a tabula
rasa condition, instead interaction of human thoughts with
socio-cultural situations creates this phenomenon, as Portillo
(1996) defines the creativity as an interconnected and multidimensional construct involving person, process, product and place (environment/ press). One of the main intentions of this paper is to address the relationship between the creativity and its supportive environment in case of architectural education which can be defined as a design study that get its origins from creativity.

Freeman (1971) categorizes creativity with the stages such as:
Preparation; Incubation; Enlightenment (A-ha moment, enlightenment); Affirmation/Verification. Following that organization, we can consider that first two stages are very complex, intricate and interactive processes and in case of architectural education and its environmental necessities, designs should be answering to this complexity and interactivity as well.

It is important to consider creativity as the major source in
any kind of thinking, and as inseparable from life itself (DeBono,
1993). Any understanding of education and learning includes the
term creativity, and thus, the learning environment should carry
the necessary components to support it (Demirbas & Demirkan,
2000; Hasirci, 2000). The learning environment in which learning
and creative activities take place, should provide students the
ground on which creativity can more readily flourish (Hasirci,
2000). There are also arguments whether creativity is latent
potentiality or an improvable characteristic (Potur, Barkul,
2006). For the first time in Utah Research Conference in 1959,
researchers argued about creativity and its relationship with
education, and if it can be developed. (Andreasen, 2006) As Guilford (1950) describes, like many other activities, creativity is a behavior that can be developed and learned. This paper focuses on to the neuroscience of creativity and its supportive environments that can develop this ability in architectural education.

Andreasen (2006) supports Freeman’s creativity categorization; and deepens the A-ha moment stage: Eventhough creativity is a complex process, while the brain is in the REST mode — which is described as ‘free association’, the mind is relaxed and focused on to only one subject such as breath, it creates new synapses and connections by picking up topics from the unconscious fountain of knowledge that have been collected. The psychologists researched with experiments such as divergent thinking questionnaires and declared that, in the REST mode,
while the mind is quiet, meditative and free thinking, the brain generates new creative ideas.

Thus, the paper aims to ask, what is the effect of spaces
to this REST mode and creative process? Can meditative and
restorative environments support the REST mode and enhance
the creativity during architectural education? Free association
REST mode focuses on the principle of free circulating thought,
allowing relaxation and free thinking to lead to new connections (creative moments) in the brain. As Andreasen (2006)
noted, the source of unconsciousness brings about a creation
process as the result of new connections and synapsis during
the free-movement thought. Working in this sense; accepting
that creativity is a complex process and that it depends on
senses, observation, culture, field, stimuli and tests, the paper
aims to focus on how spaces affect creative process in case
of architectural education, production and creation. If REST
mode as relaxation, meditation focus and awareness support
the process of creation how does restorative (calming, meditative) spaces and environments affect this process as well?
Kaplan, Kaplan, and Ryan (1998) described a restorative
environment as a place to rest and recuperate and they stated
that ‘natural settings are particularly effective for R&R’ (p 67).
A natural landscape can produce a restorative experience and
can renew a person’s cognitive powers and they are described
as spaces with the following characteristics: ‘quiet fascination;
wandering in small spaces; separation from distraction; wood,
stone, and old; and the view from the window (Kaplan, Kaplan,
& Ryan, 1998). Thus, paper aims to ask; can restorative spaces
enhance and stimulate the creative process -described as A-ha
moment and REST mode?
As a case study, a questionnaire is prepared and asked to
third- and fourth-year students of İTÜ Architecture Faculty,
in order to get a data from the results if restorative spaces
and meditative moments support their creativity in design
process and how does creative process being affected by the
environment? As neuroscience declares; our environment has
many effects on our behaviours. Thus, for to develop the creative process in architecture education, learning environments
should inherit related qualities. The result of the questionnaire
is expected to give feedback about architecture education environments and if meditative spaces are affecting the creative
process in a positive way.

Women's Creativity since the Modern Movement (1918-2018) Toward a New Perception and Reception. pp.183-192, 2018

Methods of teaching have been researched since a long time but the place where we learn, and wher... more Methods of teaching have been researched since a long time but the place where we learn, and where the teaching occurs is also another subject. Women have entered to architecture practice very late in a productive way, and apart from practicing in physical environments, some pioneers worked also with social conditions, created abundant bridges with the local communities developing a knowledge transfer and interacting environments. Knowledge can be shared not only in schools, creating mediating atmospheres, alternative education environments for data sharing is important. This paper aims to analyse women pioneers who have worked on the process of transferring the knowledge, designed creative sustainable solutions, new learning atmospheres for the common wealth and who have taken the educative process into vis-à-vis base, shared the knowledge in order to build not only physical environments but also for building creative minds with new solutions for to empower people in building process. Also, paper aims to analyse new learning environment concepts and the works that has been done on this issue throughout history. And as an anthology, it aims to scan new visions that have been created by four women architects: Yasmeen Lari, Odile Decq, Anupama Kundoo and Anna Heringer.

A/Z : ITU journal of Faculty of Architecture

ITU A|Z Journal, 2023

Iconarp international journal architecture and planning, Dec 20, 2022

Iconarp, 2022

Learning for sustainability encourages informal learning, embeds daily usages and observations in... more Learning for sustainability encourages informal learning, embeds daily usages and observations into the learning process, and has the potential to cultivate ecological-based habits for a sustainable future. We cannot separate the learning process and everyday life from each other. Therefore, the present research focuses on sustainable learning programs and designs in schoolyards within the framework of “learning landscapes,” which is an emerging topic that requires interdisciplinary approaches. This article aims to combine curriculum design, spatial design, informal learning, and ecological design themes and explain the practice-based processes in “Design Your Schoolyard” workshops. This participatory and hands-on project involves multiple stakeholders and unfolds this multilayered structure within its process. Nature-child connections are insufficient in most cities, and the cultivation of sustainable practices only happens with nature and the practicing of sustainable behaviors in daily life. Therefore, school gardens are emerging with a new approach that interprets these areas as learning landscapes, not just as spatial designs but as an approach that creates connections with the curriculum and ecology to help children learn about sustainability and builds bonds between nature and children in daily life.

Journal of Multidisciplinary Academic Tourism, 2019

EAAE Annual Conference Proceedings, 2019

The Hidden School Papers. EAAE Annual Conference Zagreb 2019 - Proceedings, Dec 29, 2020

Creativity is a mental process, and cognitive psychology has focused on this subject, especially ... more Creativity is a mental process, and cognitive psychology has focused on this subject, especially in the last century. While neuroscience concentrates on creative processes; new data emerges. When we consider architectural production as a creative process, the "free association REST thinking mode" focuses on the principle of free circulating thought, allowing relaxation and free-thinking to lead to new connections (creative moments) in the brain. The paper aims to focus on how spaces affect the creative process in case of architectural education, production, and creation. If REST mode -as relaxation, meditation, and awareness -supports the process of creation, how do restorative (calming, meditative) spaces and environments affect this process as well? With this approach, students will be questioned with quantitative methods to collect data about the effects of faculty and meditative environments on the creative process.

Gazi University Journal of Science Part B: Art Humanities Design and Planning, 2019

Journal of Multidisciplinary Academic Tourism, 2019

Essence of the cultural routes can be described as a flow in the space where the cultivated touri... more Essence of the cultural routes can be described as a flow in the space where the cultivated tourists rediscover a slow lifestyle, meet with the local area in many ways -multi layers of the area unfolds to the tourists, they exchange knowledge with the local environment, learn about the area also they leave behind a knowledge too - to the local habitants of the place. This is a double-sided exchange. Thus, the settlements overlapping with the cultural routes need to be approached and planned with a special touch and awareness -related with the local data. Therefore, a multidisciplinary approach is needed. Paper will examine specific points related to this unfolding process such as: Essence of the walking; experiencing the nature; respecting culture and history. Three routes will be examined and interrelated for the “good practice” and learn from the others, in order to reach sustainable and multidisciplinary planning insights.

The Hidden School - EAAE Annual Conference 2019, Zagreb: Book of Abstracts, pp.156-161, 2019

Creativity is a mental process, as Andreasen (2006) describes, it happens when a thought comes up... more Creativity is a mental process, as Andreasen (2006) describes,
it happens when a thought comes up to surface in the mind,
it has a complex nature and it does not happen in a tabula
rasa condition, instead interaction of human thoughts with
socio-cultural situations creates this phenomenon, as Portillo
(1996) defines the creativity as an interconnected and multidimensional construct involving person, process, product and place (environment/ press). One of the main intentions of this paper is to address the relationship between the creativity and its supportive environment in case of architectural education which can be defined as a design study that get its origins from creativity.

Women's Creativity since the Modern Movement (1918-2018) Toward a New Perception and Reception. pp.183-192, 2018