01. Araştırma Çıktıları | TR-Dizin | WoS | Scopus | PubMed

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CHILDREN'S HOSPITAL SCHOOLS AS SOCIAL ENVIRONMENTS: A TURKISH EXAMPLE
(Iated-Int Assoc Technology Education & Development, 2018) Dikmen Güleryüz, Oylum; Hasirci, Deniz
The aim of this study is to find out whether socialization related to the healing process in a hospital school has positive effects on the well-being of children. Every day, many children receive treatments in children's hospitals and some need to stay there for extended periods of time. Consequently, many child patients are not able to go to their schools and this may lead to their becoming unsocial as well as their staying behind from their classmates. Some children's hospitals have hospital schools in which children can receive education and socialize. A qualitative participatory design process was developed through a combined methodology of descriptive case study area analysis, direct observation, questionnaire, drawing, and interview. Children who received education from the school with different ages and illnesses, and teachers participated in this study. Their participation as active users was key, as children seldom have a say in the healthcare environments they inhabit. It was found, hospital schools have many benefits for children, like making them feel more positive, improving their morale, supporting their education and distracting them from the negative effects of illness and being in hospital. Socialization was found to have positive effects on children's healing and well-being like, being together with other children, playing, studying and sharing ideas. Therefore, hospital schools are environments for children that may support well-being and healing by various means of socialization with other children and teachers. Listening to the opinions of children in the children's hospital school has several advantages in providing feedback related to both practical and ethical issues within a hospital school setting. The study aims to be useful for designers of healthcare environments as well as hospital school decision makers.
Living Walls Enhancing Quality of Educational Environments
(Iated-Int Assoc Technology Education & Development, 2018) Hasirci, Deniz; Kaştaş Uzun, İpek; Atmaca, Hande
Living walls provide an effective solution in landscaping in educational environments where space is scarce and therefore, valuable. Landscaping in educational environments is crucial for learning minds, positively affecting concentration, memory, and academic performance, as well as, well-being and quality of life. In this study, the aim was to build a living wall on the Izmir University of Economics (IUE) campus in Izmir, Turkey that had limited horizontal space for landscaping. The living wall structure was fixed on six 16 meter high columns of the Faculty of Fine Arts and Design building -currently, the highest in Turkey. An educational and unique aspect of the living wall was that it was designed and constructed with a participatory approach, to the ultimate point of planting the plants. Led by a design and construction team from IUE, Interior Architecture and Environmental Design students were involved in the design of the plant layout as well as the planting. Each student designed one of the columns and the designs were revised to enable a more coordinated appearance, and one that would follow the lines of the building. With a continuous learning approach, the design team took part in all phases of the project -research, design, plant choice, controlling the application, planting, and follow up work including documenting the development of the garden. With the decreased amount of green spaces in urban areas, vertical spaces are increasingly providing an ecological and aesthetic alternative to classic horizontal landscaping options. A living wall can be defined as a system covered with various types of vegetation forming a fauna on its own, either as a part of a building or free structures. The vegetation varies from grasses to herbs, to fruits and vegetables. However, the main idea is that there is a structural base, that is layered with a hydrophilic substance, and inside which there is the growing substance which is organic or inorganic. There are two main systems that are used in today's living walls, which are panel and felt. The significance of the study that uses the felt system working like soil, comes from the ecological and creative solution to today's growing problem regarding urban green spaces in educational environments, as well as the participatory approach to the design process. After five years, the living wall is healthy with careful regular maintenance. The plant growth and living wall development is continuously controlled by visual and technical documentation. The research can be furthered in other vertical surfaces on this and other educational establishments where horizontal space is scarce, with developing technology to develop irrigation systems. The study shows that concrete jungles are not the fate of urban educational environments, and being an innovative and sustainable application, living walls are proposed to be the future of vegetation. Approaching an ecological problem in a participatory way from the beginning to the execution was educational for not only the students, but all stakeholders, and has also led to a sense of identity and belongingness in the faculty, that one of the main aims of participatory design processes.
Student Perceptions of a Text-Plus Case Study: Cognitive Style Differences
(Iated-Int Assoc Technology Education & Development, 2018) Tugrul, T. Orten
This research examines the effects of visual-verbal cognitive style on student perceptions of a text-plus picture learning activity in a case study context. Ninety-three students, enrolled in four sections of the Principles of Marketing course at a private university in Turkey, participated in the study. Results reveal that text-plus-picture case study learning activity can be considered as an effective instructional method that appeals to both visual and verbal learners. In addition, highly developed visualizers are likely to find the text-plus-picture case study more satisfactory and interesting than less developed visualizers, whereas highly and less developed verbalizers show no differences. Moreover, highly developed visualizers tend to consider the text-plus-picture case study as more enjoyable and satisfactory compared to highly developed verbalizers.

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