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Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Procedia - Social and Behavioral Sciences, Volume 131, 15 May 2014, Pages 450–452
In building design, result of data inputs is presented by using geometry. During this shaping process, 2D geometry (Thales), which is taught in high school, is not enough; 3D (Plato), curvilinear geometry (Desargues) and subtraction, addition, deformation of forms is required. In order to understand the geometric forms of architectural designs, first year students were given building examples pictures which include both primary forms and derived-composite forms, and then, they were asked to draw the basic primary forms of the buildings near each building Picture by using main contour lines of the buildings. In this education model based on deductive analysis, it was seen that buildings, which have basic forms, were easily drawn; however, they could not solve the shaping logic of deformed froms. It is observed that geometry lectures in education, it is more suitable to study by primary forms in the first two years and move to deformed-composite forms as knowledge of geometry increases on later semesters. As knowledge of geometry increases, so does awareness in both visual analysis and architectural shaping.