This study aims to reveal the process of knowledge production and visual thinking between visual stimuli and potential discoveries in architectural design education. In the studio environment, the physical model was presented as a visual stimulus and a design task related to the model was given. While the elements that make up the physical model were used as a melting pot of information by the students, the design task revealed the students’ method of using design knowledge and their approach to generating ideas. As a result, the study was completed in terms of producing close variants, making reinterpretations and producing designs at the intersection of close variant and reinterpretation, making reinterpretations and producing designs at the intersection of reinterpretation and close variant, producing designs at the intersection of reinterpretation and a completely different idea, and the production of completely different ideas.
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