Akademik Veri Yönetim Sistemi
Journal of the Faculty of Engineering and Architecture of Gazi University, cilt.40, sa.4, ss.2335-2350, 2025 (SCI-Expanded, Scopus, TRDizin)
This study proposes an analytical approach to compare the levels of adaptation difficulty of metacognitive knowledge related to design principles and measure knowledge adaptation performance. The aim is to examine how students' metacognitive knowledge about design principles, acquired through design problems, transforms into adaptable design strategies based on the difficulty of these principles. Design experiments were conducted with architecture students in two stages: performance levels before and after knowledge acquisition were measured using a pair-wise comparison method. Additionally, the adaptation difficulty values of design principles were also measured by using pair wise comparison method. The findings show an inverted U-shaped curvilinear relationship between the adaptation difficulty values and design performance, which can be examined within three metacognitive knowledge sets: (1) principles like symmetry, contrast, and balance (difficulty value 0.00–0.09), (2) unity and variety (0.10–0.20), and (3) harmony (above 0.20). Significant performance increases were observed in the adaptation of unity (0.40) and variety (0.49). In conclusion, exploring how metacognitive knowledge is transformed into strategic metacognitive design processes enhances the design approach, making it more analytical, sustainable, and manageable level and also offers valuable insights for both future research and practical applications.