Akademik Veri Yönetim Sistemi
LIVENARCH IX, Trabzon, Türkiye, 25 - 27 Eylül 2025, ss.380-395, (Tam Metin Bildiri)
The challenge in today’s rapidly evolving knowledge environment is no longer about accessing information; it lies in the ability to interpret and process it effectively. Critical thinking is essential in architecture, where subjective and intuitive aspects shape knowledge, and design does not adhere to absolute truths. This study positions peer feedback as a key pedagogical tool for fostering critical thinking within architectural design education. The nature of architectural knowledge necessitates learning through exploration and experience, which positions students as active learners rather than passive recipients. Design studios inherently provide a feedback-driven environment that can cultivate critical inquiry. In this context, students' ability to accurately perceive, interpret, and apply feedback—called feedback literacy—is vital for effective studio practice and developing critical thinking skills. Therefore, this research investigates the effectiveness of peer feedback as a pedagogical strategy to enhance feedback literacy and critical thinking. The study was conducted during the spring semester of 2023–2024 at Dokuz Eylül University, focusing on two design studio courses: Introduction to Architectural Design (for first-year students) and Architectural Design II (for second-year students). Unlike traditional studio courses, these sessions were occasionally integrated, allowing first- and second-year students to evaluate each other's work. The evaluation process was structured in three stages, including end-of-semester questionnaires with open- and closed-ended questions. Findings indicate that first-year students significantly benefited from critiques from upper-level peers, particularly in self-assessment, creative thinking, and presentation skills. In contrast, second-year students found feedback from peers at the same level more effective, especially regarding systematic thinking and architectural language. Overall, the results suggest that when carefully implemented with consideration for student levels and suitable formats, peer feedback supports the development of feedback literacy and plays a crucial role in fostering critical thinking in architectural education.