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| PEM4014 | Special Nature Planting | 2+0+0 | ECTS:4 | | Year / Semester | Spring Semester | | Level of Course | First Cycle | | Status | Elective | | Department | DEPARTMENT of LANDSCAPE ARCHITECTURE | | Prerequisites and co-requisites | None | | Mode of Delivery | | | Contact Hours | 14 weeks - 2 hours of lectures per week | | Lecturer | Doç. Dr. Makbulenur ONUR | | Co-Lecturer | None | | Language of instruction | Turkish | | Professional practise ( internship ) | None | | | | The aim of the course: | | The aim of this course is to enable students to address planting design for spaces requiring special characteristics within the framework of the biophilic design approach, and to provide them with the knowledge and skills to use plants as functional, ecological, and restorative design components that strengthen the human?nature?space relationship. Within the scope of the course, students are expected to evaluate planting design decisions not solely based on aesthetic criteria, but also in relation to user health and comfort, sensory perception, environmental sustainability, and ecological performance. In this context, the course aims to equip students with the ability to develop original, context-sensitive, and nature-based planting solutions for different types of use and spatial conditions. Furthermore, the course aims to enable students to integrate biophilic design principles into the design process and to formulate planting strategies that enhance human well-being, reduce environmental impacts, and improve spatial quality in specially qualified spaces. |
| Learning Outcomes | CTPO | TOA | | Upon successful completion of the course, the students will be able to : | | | | LO - 1 : | Explains the theoretical background, core principles, and historical development of the biophilic design approach and understands its role in planting design. | 1 - 6 | 1, | | LO - 2 : | Analyzes the spatial and ecological characteristics of spaces requiring special qualifications (healthcare, education, public, interior spaces, etc.) and determines appropriate planting approaches. | 1 - 6 | 1, | | LO - 3 : | Understands the role of plants as a design tool that strengthens the human, nature, space relationship and reflects this relationship in design decisions. | 1 - 6 | 1, | | LO - 4 : | Evaluates the psychological, physiological, and behavioral effects of planting design on users from scientific and design perspectives. | 1 - 6 | 1, | | LO - 5 : | Evaluates planting design decisions holistically based not only on aesthetic criteria but also on user health, comfort, and well-being. | 1 - 6 | 1, | | LO - 6 : | Develops sensory-oriented planting strategies that support visual, auditory, tactile, and olfactory perception. | 1 - 6 | 1, | | LO - 7 : | Integrates the restorative, guiding, protective, and spatial-defining functions of plants consciously into the design process. | 1 - 6 | 1, | | LO - 8 : | Considers environmental performance criteria such as microclimate control, shading, air quality improvement, and noise reduction in biophilic planting design. | 1 - 6 | 1, | | LO - 9 : | Develops specially qualified planting approaches for different user groups such as children, elderly individuals, patients, and students. | 1 - 6 | 1, | | LO - 10 : | Develops context-sensitive, original, and nature-based planting design proposals using biophilic design principles. | 1 - 6 | 1, | | CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), LO : Learning Outcome | | |
| Within the scope of this course, the spatial, ecological, and user-oriented applications of planting design that require special qualifications are addressed through the biophilic design approach. Planting strategies that strengthen the human?nature?space relationship are examined together with their psychological, physiological, and environmental effects. Students analyze specially qualified planting solutions developed for healthcare facilities, educational campuses, public open spaces, urban voids, interior spaces, and other specialized use areas in accordance with the fundamental principles of biophilic design, and develop design proposals accordingly. The course aims to encourage students to consider plants not merely as aesthetic elements, but as active design components that perform restorative, guiding, protective, microclimatic, and ecological functions within the built environment. |
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| Course Syllabus | | Week | Subject | Related Notes / Files | | Week 1 | Introduction to the course structure, objectives, learning outcomes, assessment methods; introduction to the concept of specially qualified planting and its relationship with biophilic design. | | | Week 2 | The theoretical framework and fundamental principles of the biophilic design approach, and its consideration within the context of specialized planting.
The emergence of biophilic design, its theoretical foundations and main principles are discussed. Direct and indirect nature experiences and spatial biophilic strategies are debated.
| | | Week 3 | The role of specialized landscaping on spatial perception, spatial identity, and user experience is evaluated. | | | Week 4 | The psychological, physiological, and behavioral effects of specially designed planting, as well as the effects of plants on stress reduction, attention, and mood, are being examined in light of scientific studies. | | | Week 5 | Specialized planting strategies that support visual, auditory, tactile, and olfactory perception are considered. Design approaches are developed based on seasonality, color, texture, and scent. | | | Week 6 | The principles of biophilic planting in restorative landscape and therapeutic design are evaluated. | | | Week 7 | Within the scope of specialized plant design, "Biophilic planting strategies" will be discussed. | | | Week 8 | Mid-term exam | | | Week 9 | This study will examine a specialized approach to planting in public open spaces and urban voids. Biophilic and ecological planting solutions for squares, parks, and urban open spaces will be discussed. Social interaction and spatial continuity will be debated. | | | Week 10 | This study will examine a specialized approach to planting in public open spaces and urban voids. Biophilic and ecological planting solutions for squares, parks, and urban open spaces will be discussed. Social interaction and spatial continuity will be debated. | | | Week 11 | The consideration of biophilic plants within the framework of a "special biophilic design approach" and the reasons for selecting these plants have been discussed. | | | Week 12 | To develop the concept of biophilic planting through an applied study area. Conceptual approach and design decisions are discussed. | | | Week 13 | To develop the concept of biophilic planting through an applied study area. Conceptual approach and design decisions are discussed. | | | Week 14 | Examining and discussing biophilic designs implemented worldwide within the scope of "specialized planting design," using examples. | | | Week 15 | Concept development specifically for botanical design in line with biophilic design principles Develops a biophilic planting concept based on the applied work area. The conceptual approach and design decisions are discussed. | | | Week 16 | End-of-term exam | | | |
| 1 | "Biophilia" - Edward O. Wilson | | | 2 | "The Biophilia Hypothesis" - Stephen R. Kellert ve Edward O. Wilson | | | |
| 1 | "Biophilic Design: The Theory, Science and Practice of Bringing Buildings to Life" - Stephen R. Kellert, Judith Heerwagen, Martin Mador | | | |
| Method of Assessment | | Type of assessment | Week No | Date | Duration (hours) | Weight (%) | | Mid-term exam | 8 | | 1 | 50 | | End-of-term exam | 16 | | 1 | 50 | | |
| Student Work Load and its Distribution | | Type of work | Duration (hours pw) | No of weeks / Number of activity | Hours in total per term | | Yüz yüze eğitim | 2 | 16 | 32 | | Arasınav | 1 | 16 | 16 | | Dönem sonu sınavı için hazırlık | 1 | 16 | 16 | | Dönem sonu sınavı | 1 | 16 | 16 | | Total work load | | | 80 |
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