Abstract
Aim: Based on the argument that the abstract representation of topography makes new design possibilities visible it is aimed to evaluate the design processes of students within the scope of design studio. The scope of the study was determined as the analysis of the topographic structure of the place through instrumentalization. This study was determined within the framework of making the possibilities of representation visible in the architectural design process and observing the interaction of students with these representational levels. The design period is limited to the fourteen-week period of architectural education. A defined design problem given to the students forms the upper frame of the studio. Method: The method of this research was created by recording the ideas, discussions and criticisms of the students on a design problem of the learning processes that took place in the architectural design studio. Results: Making a topography model with a different method than usual changes the student’s perspective on design. Conclusion: It has been observed that starting the first-year architectural design studio education with a tool that the student can use in the design process carries the acquisition of design skills to an advanced level.
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