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Mimarlık Öğrencilerinin Enerji Verimli Binalar Hakkında Farkındalık ve İhtiyaçları Üzerine Bir Araştırma

Year 2020, Volume: 9 Issue: 2, 115 - 136, 31.12.2020

Abstract

Bina tasarımında sürdürülebilirlik ve enerji verimliliği günümüz mimarlık dünyasında önemli konular olarak kabul edilmektedir. Bu çalışmanın amacı, iki üniversiteden bir grup mimarlık öğrencisinin enerji verimli binalar hakkındaki görüşlerini, gereksinimlerini, mevcut bilgi düzeylerini, algılarını ve farkındalıklarını incelemektir. Sonuçlar, çeşitli genel konuları kapsayan mimarlık dergilerinin öğrenciler tarafından akademik dergilere göre daha çok tercih edildiğini göstermektedir. Konuyla ilgili görsel anlatımlarla desteklenen mimar odaklı tasarım kılavuzuna ihtiyaç olduğu ve öğrencilerin ilgili bazı terminolojilere aşina olduğu ortaya çıkmıştır. Bu çalışma mimarlık bölümlerindeki enerji verimli binalarla ilgili ders içeriğini belirlemede program koordinatörlerine yardımcı olması açısından önemlidir.

References

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  • A. Ferreira, M. D. Pinheiro, J. de Brito, and R. Mateus, “Relating carbon and energy intensity of best-performing retailers with policy, strategy and building practice,” Energy Effic., 13, (2020), 597-619.
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  • A. Gusev, “Comparison of Energy Efficiency Measures in Russia to those Implemented by Developed Countries (Including IEA Measures),” (2014).
  • A. Stephan, R. H. Crawford, and K. de Myttenaere, “A comprehensive assessment of the life cycle energy demand of passive houses,” Appl. Energy, 112, (2013), 23–34.
  • T. Çivici, “İnşaat Proje Organizasyonlarında Kişiler Arası Çatışma Çözüm Yaklaşımları ile Kişilik Özellikleri Arasındaki İlişki,” Çukurova Üniversitesi Mühendislik-Mimarlık Fakültesi Derg., 34(3), (2019), 195–206.
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  • M. Ryghaug and K. H. Sørensen, “How energy efficiency fails in the building industry,” Energy Policy, 37(3), (2009), 984–991.
  • M. Ghonim and N. Eweda, “Investigating elective courses in architectural education,” Front. Archit. Res., 7(2), (2018), 235–256.
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  • S. Holdsworth and O. Sandri, “Sustainability Education and the Built Environment: Experiences from the Classroom,” J. Educ. Built Environ., 9(1), (2014) 48–68.
  • Y. Karatepe, S. V. Neşe, A. Keçebaş, and M. Yumurtaci, “The levels of awareness about the renewable energy sources of university students in Turkey,” Renew. Energy, 44, (2012), 174–179.
  • M. A. Ismail, N. Keumala, and R. M. Dabdoob, “Review on integrating sustainability knowledge into architectural education: Practice in the UK and the USA,” Journal of Cleaner Production, 3, (2017), 1542-1552.
  • M. W. Ellis and E. H. Mathews, “A new simplified thermal design tool for architects,” Build. Environ., 36(9), (2001), 1009–1021.
  • A. N. Çalıkuşu, “Sustainability in architectural education: The impact of education on perceptions of sustainability,” Middle East Technical University, (2019), METU, FBE, Ankara.
  • P. Boarin, A. Martinez-Molina, and I. Juan-Ferruses, “Understanding students’ perception of sustainability in architecture education: A comparison among universities in three different continents,” J. Clean. Prod., 248, (2020), 1-16.
  • S. Porras Álvarez, K. Lee, J. Park, and S.-Y. Rieh, “A Comparative Study on Sustainability in Architectural Education in Asia—With a Focus on Professional Degree Curricula,” Sustainability, 8(3), (2016), 1-32.
  • M. Dabaieh, M. Lashin, and A. Elbably, “Going green in architectural education: An urban living lab experiment for a graduation green design studio in Saint Catherine, Egypt,” Sol. Energy, 144, (2017), 356–366.
  • K. Yeang, Ecodesign: A Manual for Ecological Design. Wiley, (2008).
  • S. Ceylan, “A model proposal for integrating energy efficienct/sustainable design principles with architectural education in Turkey,” Yildiz Technical University, 2016.
  • S. Tönük, K.S. Kayıhan, “Sürdürülebilir Temel Eğitim Binasi Tasarimi Bağlaminda Arsa Seçimi Ve Analizi Konusunun İrdelenmesi,” Yıldız Tech. Univ. Fac. Archit. E-Journal, 3(2): (2008), 137–154.
  • R. Baeumle and G. R. Hunt, “Capturing the needs of architects: a survey of their current information requirements for natural ventilation design,” Int. J. Vent., 17(2), (2018), 120–147.
  • C. de Gaulmyn and K. Dupre, “Teaching sustainable design in architecture education: Critical review of Easy Approach for Sustainable and Environmental Design (EASED),” Front. Archit. Res., 8(2), (2019), 238–260.
  • L. Mavromatidis, “Coupling architectural synthesis to applied thermal engineering, constructal thermodynamics and fractal analysis: An original pedagogic method to incorporate ‘sustainability’ into architectural education during the initial conceptual stages,” Sustain. Cities Soc., 39, (2018), 689–707.
  • Z Inna., L. Movchan, “The Role of Elective Courses in Students′ Professional Development: Foreign Experience,” Comp. Prof. Pedagog., 7, (2012), 20–26.
  • M. R. Hedges, G. A. Pacheco, and D. J. Webber, “What determines students’ choices of elective modules?,” Int. Rev. Econ. Educ., 17, (2014), 39–54.
  • D. H. Ting and C. Lee, “Understanding students’ choice of electives and its implications,” Stud. High. Educ., 37(3), (2012), 309–325.
  • K. Keskin and M. Erbay, “A Study on the Sustainable Architectural Characteristics of Traditional Anatolian Houses and Current Building Design Precepts,” Procedia - Soc. Behav. Sci., 216, (2016), 810–817.
  • K. Gunce, Z. Erturk, and S. Erturk, “Visual Interpretation of Architectural Form,” in Proc. 5th Int. Postgraduate Res. Conf. İn the Built and Human Environment, Salfort, 2005, pp. 385-392.

Research on Awareness and Needs of Architecture Students About Energy Efficient Buildings

Year 2020, Volume: 9 Issue: 2, 115 - 136, 31.12.2020

Abstract

Sustainability and energy efficiency in building design are considered as important topics in today's architectural world. The purpose of this paper is to examine their opinions, requirements, current knowledge level, perception, and awareness regarding the energy efficient buildings on a group of architectural students from two universities. Results shows that architectural journals covering several general subjects were more preferred than academic journals by students. It was also revealed that there is a need for architect-oriented design guideline supported with visual expressions about the subject and students are familiar with some of the related terminologies. Therefore, this study can help the program coordinator in determining the course content and its sources of information related to energy efficient buildings in architecture schools.

References

  • K. Song, S. Qu, M. Taiebat, S. Liang, and M. Xu, “Scale, distribution and variations of global greenhouse gas emissions driven by U.S. households,” Environ. Int., 133, (2019) 105-137.
  • A. Ferreira, M. D. Pinheiro, J. de Brito, and R. Mateus, “Relating carbon and energy intensity of best-performing retailers with policy, strategy and building practice,” Energy Effic., 13, (2020), 597-619.
  • Ministry of Energy and Natural Resources, “National Energy Efficiency Action Plan 2017-2023”, Ankara, (2018).
  • “Scopus preview - Scopus - Welcome to Scopus.” [Online]. Available: https://www.scopus.com/home.uri. [Accessed: 08-May-2020].
  • A. Hinge, “Zero Energy Building Definitions and Policy Activity,” (2018).
  • A. Chel and G. Kaushik, “Renewable energy technologies for sustainable development of energy efficient building,” Alexandria Eng. J., 57(2), (2018), 655–669.
  • A. Gusev, “Comparison of Energy Efficiency Measures in Russia to those Implemented by Developed Countries (Including IEA Measures),” (2014).
  • A. Stephan, R. H. Crawford, and K. de Myttenaere, “A comprehensive assessment of the life cycle energy demand of passive houses,” Appl. Energy, 112, (2013), 23–34.
  • T. Çivici, “İnşaat Proje Organizasyonlarında Kişiler Arası Çatışma Çözüm Yaklaşımları ile Kişilik Özellikleri Arasındaki İlişki,” Çukurova Üniversitesi Mühendislik-Mimarlık Fakültesi Derg., 34(3), (2019), 195–206.
  • N. L. Eleni Antonara, J. Georgi, “Sustainable architecture through an environmental educational program,” in 4th International Conference on Renewable Energy Sources and Energy Efficiency – New Challenges, at Nicosia Cyprus, 2013.
  • S. S. Uzunoglu and K. Uzunoglu, “The application of formal perception of gestalt in architectural education,” in Procedia - Social and Behavioral Sciences, (2011), 993–1003.
  • M. Ryghaug and K. H. Sørensen, “How energy efficiency fails in the building industry,” Energy Policy, 37(3), (2009), 984–991.
  • M. Ghonim and N. Eweda, “Investigating elective courses in architectural education,” Front. Archit. Res., 7(2), (2018), 235–256.
  • S. Altomonte, “Environmental education for sustainable architecture,” Rev. Eur. Stud., 1(2), (2009), 12–21.
  • S. Holdsworth and O. Sandri, “Sustainability Education and the Built Environment: Experiences from the Classroom,” J. Educ. Built Environ., 9(1), (2014) 48–68.
  • Y. Karatepe, S. V. Neşe, A. Keçebaş, and M. Yumurtaci, “The levels of awareness about the renewable energy sources of university students in Turkey,” Renew. Energy, 44, (2012), 174–179.
  • M. A. Ismail, N. Keumala, and R. M. Dabdoob, “Review on integrating sustainability knowledge into architectural education: Practice in the UK and the USA,” Journal of Cleaner Production, 3, (2017), 1542-1552.
  • M. W. Ellis and E. H. Mathews, “A new simplified thermal design tool for architects,” Build. Environ., 36(9), (2001), 1009–1021.
  • A. N. Çalıkuşu, “Sustainability in architectural education: The impact of education on perceptions of sustainability,” Middle East Technical University, (2019), METU, FBE, Ankara.
  • P. Boarin, A. Martinez-Molina, and I. Juan-Ferruses, “Understanding students’ perception of sustainability in architecture education: A comparison among universities in three different continents,” J. Clean. Prod., 248, (2020), 1-16.
  • S. Porras Álvarez, K. Lee, J. Park, and S.-Y. Rieh, “A Comparative Study on Sustainability in Architectural Education in Asia—With a Focus on Professional Degree Curricula,” Sustainability, 8(3), (2016), 1-32.
  • M. Dabaieh, M. Lashin, and A. Elbably, “Going green in architectural education: An urban living lab experiment for a graduation green design studio in Saint Catherine, Egypt,” Sol. Energy, 144, (2017), 356–366.
  • K. Yeang, Ecodesign: A Manual for Ecological Design. Wiley, (2008).
  • S. Ceylan, “A model proposal for integrating energy efficienct/sustainable design principles with architectural education in Turkey,” Yildiz Technical University, 2016.
  • S. Tönük, K.S. Kayıhan, “Sürdürülebilir Temel Eğitim Binasi Tasarimi Bağlaminda Arsa Seçimi Ve Analizi Konusunun İrdelenmesi,” Yıldız Tech. Univ. Fac. Archit. E-Journal, 3(2): (2008), 137–154.
  • R. Baeumle and G. R. Hunt, “Capturing the needs of architects: a survey of their current information requirements for natural ventilation design,” Int. J. Vent., 17(2), (2018), 120–147.
  • C. de Gaulmyn and K. Dupre, “Teaching sustainable design in architecture education: Critical review of Easy Approach for Sustainable and Environmental Design (EASED),” Front. Archit. Res., 8(2), (2019), 238–260.
  • L. Mavromatidis, “Coupling architectural synthesis to applied thermal engineering, constructal thermodynamics and fractal analysis: An original pedagogic method to incorporate ‘sustainability’ into architectural education during the initial conceptual stages,” Sustain. Cities Soc., 39, (2018), 689–707.
  • Z Inna., L. Movchan, “The Role of Elective Courses in Students′ Professional Development: Foreign Experience,” Comp. Prof. Pedagog., 7, (2012), 20–26.
  • M. R. Hedges, G. A. Pacheco, and D. J. Webber, “What determines students’ choices of elective modules?,” Int. Rev. Econ. Educ., 17, (2014), 39–54.
  • D. H. Ting and C. Lee, “Understanding students’ choice of electives and its implications,” Stud. High. Educ., 37(3), (2012), 309–325.
  • K. Keskin and M. Erbay, “A Study on the Sustainable Architectural Characteristics of Traditional Anatolian Houses and Current Building Design Precepts,” Procedia - Soc. Behav. Sci., 216, (2016), 810–817.
  • K. Gunce, Z. Erturk, and S. Erturk, “Visual Interpretation of Architectural Form,” in Proc. 5th Int. Postgraduate Res. Conf. İn the Built and Human Environment, Salfort, 2005, pp. 385-392.
There are 33 citations in total.

Details

Primary Language English
Subjects Architecture
Journal Section Research Articles
Authors

Yusuf Yıldız 0000-0002-3255-6850

Semiha Kartal 0000-0001-6274-488X

Türkan Göksal Özbalta 0000-0001-5195-0741

Publication Date December 31, 2020
Submission Date October 5, 2020
Published in Issue Year 2020 Volume: 9 Issue: 2

Cite

IEEE Y. Yıldız, S. Kartal, and T. Göksal Özbalta, “Research on Awareness and Needs of Architecture Students About Energy Efficient Buildings”, DUFED, vol. 9, no. 2, pp. 115–136, 2020.


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