Design studio courses are an essential component of landscape architecture education as well as other design disciplines. Therefore, design studios are investigated frequently from different point of views (e.g. the effects of attributes of design studio on design thinking, the relationship between students and teacher, learning types) in design education researches. However researches about how the information gained in design studios is being used in next design projects or design problems or how students reflect their previously gained design knowledge on different design problems are not common.

In this study how students reflect their previous design studio experiences on a given design task was aimed to understand. 165 senior landscape architecture students from three different years were given the task of designing a symbolic open space in Trabzon city and requested to define a design concept and spatial components in a written way. The design concepts proposed by students were categorized and their distribution to students’ years was analyzed. Findings revealed that students from different years who designed different types of urban open spaces in Trabzon during their first years of education have reflected these differences on their decisions about design concepts and spatial components. The relationship between the students’ previous design subjects/areas and proposed concepts for the new design task were tried to be explained.