Baloglu, Yasemin Burcu

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Profile URL
https://hdl.handle.net/20.500.11779/2751
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Email Address
balogluy@mef.edu.tr
Main Affiliation
03. Faculty of Arts Design and Architecture
Status
Former Staff
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ORCID ID
0000-0002-6391-1894
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Google Scholar ID
WoS Researcher ID
GCX-9594-2022

Sustainable Development Goals

NO POVERTY1
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ZERO HUNGER2
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GOOD HEALTH AND WELL-BEING3
GOOD HEALTH AND WELL-BEING
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QUALITY EDUCATION4
QUALITY EDUCATION
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GENDER EQUALITY5
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CLEAN WATER AND SANITATION6
CLEAN WATER AND SANITATION
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AFFORDABLE AND CLEAN ENERGY7
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DECENT WORK AND ECONOMIC GROWTH8
DECENT WORK AND ECONOMIC GROWTH
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INDUSTRY, INNOVATION AND INFRASTRUCTURE9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
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REDUCED INEQUALITIES10
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SUSTAINABLE CITIES AND COMMUNITIES11
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RESPONSIBLE CONSUMPTION AND PRODUCTION12
RESPONSIBLE CONSUMPTION AND PRODUCTION
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CLIMATE ACTION13
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LIFE BELOW WATER14
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LIFE ON LAND15
LIFE ON LAND
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PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
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PARTNERSHIPS FOR THE GOALS17
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    Book Part
    Fading Boundaries: Insights on Learning "in Between" the Classroom Spaces
    (Springer international Publishing Ag, 2021) Soygeniş, Sema Esen; Baloglu, Yasemin Burcu; Baloğlu, Yasemin Burcu; Soygenis, Sema Esen
    Along with the advancements in technology and shifts in approaches to education in our day, school architecture began to undergo significant transformations. Learning beyond the classrooms has emerged as a highlighted concern as well as the children's interaction with each other and their environment. Articulation of the changing pedagogical approaches and visions of the innovative, student-centered ideas of the twenty-first century through the physical characters of learning spaces has become a significant issue for research regarding the design of contemporary schools. The evolution of the formation of boundaries, borders, and thresholds defining the distinctions and establishing the relationships and hierarchies between the learning spaces at school settings constitutes a critical part of this process, which deserves attention. This chapter aims to search for boundary-related design suggestions for primary schools in Turkey, based on the data obtained through a field study conducted in Istanbul, which aimed to derive the current issues regarding the spatial use patterns in prototype-based, conventionally designed schools. It is believed that the effective inhabitation of spaces beyond the classrooms has a high potential to contribute to the realization of diverse educational activities and the introduction of more permeable physical and visual boundaries can support the enrichment of school environments.