M.T. Akbulut, İ.B. Daggulu

YTU Faculty of Architecture (TURKEY)
The first year in undergraduate education of architecture is a challenging year in which students struggle to acquire the basic professional background thus necessary to be able to achieve architectural design efficiency. In the first year of architectural education, it is aimed to develop both 2D and 3D design skills of students with both compulsory theoretical courses as well as practical courses and to give basic information about architecture. The ability to express 2 dimensional and 3 dimensional perception, thinking, designing, designed product with architectural presentation tools is usually tried to be given to the students with technical lessons (technical drawing, basic design, descriptive geometry, introduction to architectural design courses).

In the context of this paper, the experiences gained about "the integration of 3D digital tools with classical methods" on the execution of descriptive geometry course will be tried to be shared with colleagues.

In architectural education, descriptive geometry course is usually given to first year students in order to improve the students' ability of 3-dimensional perception, thinking and solution. Even though in some countries of the world, it is known that this course is also given in the secondary education level, in Turkey, students are not encountering with the course before architectural education.

For this reason, descriptive geometry (space geometry) course which is a synthetic geometry derivation, is often regarded as one of the difficult courses by students of architecture. Both the explanation of the course to the students and the understanding by the students have technical difficulties. The use of 3 dimentional digital tools, students have tried to overcome the difficulties associated with the narrative of this course and the use of it in the informed architectural design process.

In the paper, first of all it is aimed to explain how to deal with the descriptive geometry course and its contents. And then the classical explanation methods of the course and the perception and technical problems encountered by the students will be revealed. And finally the results of the studies on giving the course with 3 dimensional digital tools will be evaluated.