Üniversite Öğrencilerinin Zihinsel Haritalarında Kentin İmajı: Düzce Örneği
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2019
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info:eu-repo/semantics/openAccess
Özet
Bu çalışmada bir Üniversite kentinin,öğrenimleri nedeniyle kentte bulunanüniversite öğrencileri tarafından nasılalgılandığı ve öğrenildiği araştırılmıştır. Buamaçla, Kevin Lynch’in kentsel imajkuramından ve bu kuramla ortaya konantemel kentsel imge öğelerindenyararlanılmıştır. Araştırmada, MimarlıkBölümü öğrencilerine uygulanan anket ileöncelikle kentin imaj öğeleri saptanmıştır.Daha sonra öğrencilerin mekâna ilişkindeneyimlerinin zamana bağlı olarakfarklılaşması birinci ve dördüncü sınıföğrencilerine çizdirilen kentin imaj haritalarıile ölçülmeye çalışılmıştır. Anket formundayer alan imaj haritalarının analizi yapılarak,öğrencilerin kentte geçirdikleri farklı yaşamsürelerine göre, belleklerinde oluşan imajöğeleri ve kullandıkları harita tipleriyorumlanarak kenti zihinlerinde ne şekildekurguladıkları ve öğrendikleri araştırılmıştır.Araştırma bulguları, birinci sınıföğrencilerinin kenti ağırlıklı olarak, bölgelerile tanımladıkları, çizdikleri ve dağınıknoktasal harita tipi kullandıklarını ortayakoymuştur. Dördüncü sınıf öğrencileriharitalarında ise en çok düğüm noktalarınınvurgulandığı, taslak haritaların çoğunluklaardışık tarzda, çizgisel özellikte olduğugörülmüştür. Öğrencilerin kenti önceliklebölgeler ile algıladığı zaman içinde yollarıöğrenerek diğer imaj öğeleri ile mekânsalolarak bağlantı kurabildikleri anlaşılmıştır.Çalışma çevresel algının, kentle kurulan vezamana bağlı olarak gelişen ilişki sonucuortaya çıkan deneyimle farklılaştığını ortayakoymaktadır.
In this research paper, it is discussed that how a university city have been perceived and learnt by the students of university who lives there in order to have an education. For this purpose, in this study, the concept of the city image that was revealed by Kevin Lynch, and also elements of city images availed. First of all the image elements of the city were detected with the survey which was conducted with the students of architecture department. Then, the timedependent differentiation of the students’ experience of the space was measured by the image maps of the city drawn by the first and fourth year students. By analyzing the image maps in the questionnaire form, it was researched how the students constructed and learned the images in their minds by interpreting the image items and the map types they used in their memory according to their different life span in the city. The findings of the study show that the first class students use the scattered point map type which they describe with the districts predominantly in the city. It has seen that fourth year students’ maps emphasize the most nodes and also the landmarks with paths gain more weight than the students in the first class. Besides this of their image maps have been drawn sequential type and they have linear features. As a conclusion ıt has been seen that districts were learned ın the first place and then the students have been able to establish spatial connections with other image items by learning the paths in time. The study reveals that environmental perception changes by experience that is the result of the time-dependent relationship which is established with the city.
In this research paper, it is discussed that how a university city have been perceived and learnt by the students of university who lives there in order to have an education. For this purpose, in this study, the concept of the city image that was revealed by Kevin Lynch, and also elements of city images availed. First of all the image elements of the city were detected with the survey which was conducted with the students of architecture department. Then, the timedependent differentiation of the students’ experience of the space was measured by the image maps of the city drawn by the first and fourth year students. By analyzing the image maps in the questionnaire form, it was researched how the students constructed and learned the images in their minds by interpreting the image items and the map types they used in their memory according to their different life span in the city. The findings of the study show that the first class students use the scattered point map type which they describe with the districts predominantly in the city. It has seen that fourth year students’ maps emphasize the most nodes and also the landmarks with paths gain more weight than the students in the first class. Besides this of their image maps have been drawn sequential type and they have linear features. As a conclusion ıt has been seen that districts were learned ın the first place and then the students have been able to establish spatial connections with other image items by learning the paths in time. The study reveals that environmental perception changes by experience that is the result of the time-dependent relationship which is established with the city.
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Tasarım+Kuram
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15
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28
