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How can research-based studio experience assist in tackling natural disasters?

Author

Listed:
  • Yalcin Yildirim

    (Bursa Technical University)

  • Buse Nur Cirak

    (Bursa Technical University)

  • Anil Akin

    (Bursa Technical University)

Abstract

Natural disasters threaten human life in various ways, and a better understanding of their components reduces environmental and societal ramifications. This study seeks a pedagogical approach to contribute to such knowledge at a junior landscape architecture studio by concentrating on research-based experience. Assigning five disaster categories, including flood, drought and food, climate change, earthquake, and disaster-resilient society, the students obtained enriched knowledge on the studio process while they had difficulty in applying theoretical aspects of natural disasters to their projects, mainly gearing from analysis (upper scale) to design (lower scale) solutions. The study results propose that natural disaster education and awareness efforts should be integrated into design- and planning-related disciplines sooner rather than later.

Suggested Citation

  • Yalcin Yildirim & Buse Nur Cirak & Anil Akin, 2024. "How can research-based studio experience assist in tackling natural disasters?," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 120(15), pages 14083-14099, December.
    • Handle: RePEc:spr:nathaz:v:120:y:2024:i:15:d:10.1007_s11069-024-06745-4
    DOI: 10.1007/s11069-024-06745-4
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    References listed on IDEAS

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    1. Victor Marchezini & Luciana R. Londe, 2020. "Looking to future perceptions about climate change in Brazil: What children’s teachers think, learn and teach about?," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 104(3), pages 2325-2337, December.
    2. Schweisfurth, Michele, 2023. "Disaster didacticism: Pedagogical interventions and the ‘learning crisis’," International Journal of Educational Development, Elsevier, vol. 96(C).
    3. Karsten Jørgensen & Richard Stiles & Elke Mertens & Nilgül Karadeniz, 2022. "Teaching landscape architecture: a discipline comes of age," Landscape Research, Taylor & Francis Journals, vol. 47(2), pages 167-178, February.
    4. Sohyun Park, 2020. "Rethinking design studios as an integrative multi-layered collaboration environment," Journal of Urban Design, Taylor & Francis Journals, vol. 25(4), pages 523-550, June.
    5. Pernille Christensen & Elaine Worzala, 2010. "Teaching Sustainability: Applying Studio Pedagogy to Develop an Alternative Post-Hurricane Housing Solution Using Surplus Shipping Containers," Journal of Sustainable Real Estate, Taylor & Francis Journals, vol. 2(1), pages 335-360, January.
    6. Corina Höppner & Rebecca Whittle & Michael Bründl & Matthias Buchecker, 2012. "Linking social capacities and risk communication in Europe: a gap between theory and practice?," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 64(2), pages 1753-1778, November.
    7. Myeong-Jun Lee, 2022. "Back to basics in landscape architecture pedagogy through collage and model-making: a qualitative study in Korean basic-level design education," Landscape Research, Taylor & Francis Journals, vol. 47(7), pages 959-979, October.
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