The primary objective of this study is to evaluate the divergent thinking abilities of first-year

architecture students who are currently enrolled in a course focused on divergent thinking in

architecture. The statistical analysis of student’s studio works with Wallach Kogan`s divergent

thinking pre/post-tests results demonstrated that the post-test score for verbal stimuli fluency

was higher than the visual post-test score. In addition, the post-test score for visual flexibility

was higher than the verbal post-test score. In originality students got the highest scores in post-

tests both in visual and verbal tasks. Besides, the correlation analysis indicated a strong

correlation between fluency and originality. These results revealed that design training

considerably enhances students' capacity to produce original ideas both in visual and verbal

thinking. In terms of their ability to create considerably more and qualified ideas on related

themes students demonstrate more improvement in their verbal reasoning abilities than their

visual reasoning skills. The present study determined that curricular intervention in the first

semester training where the instructor emphasized development of divergent thinking skills

improved students' both visual and verbal divergent thinking skills, to a greater degree in

originality and to a lesser degree in fluency and flexibility in idea generation.