Table 6 Research–inquiry skills S... | Emerald Publishing

Table 6

Research–inquiry skills

S	Representative excerpts	Initial codes
1	“Research is mostly about reading and directly understanding raw information. Inquiry is the different conclusions each person draws from that information; the inquiry part is the stage where you explain your concept to the tutor. One of our instructors asked us at the beginning of the studio: ‘What is the thing about Istanbul, or about the area you are working on, that really troubles you?’ and it was built on that …”	→Research as raw information →Inquiry as interpretation →Concept development from personal concern
11	“The research I do is the questions I ask myself. I try to find answers to the ‘why’ questions and then reflect those answers in my project. Saying ‘go and research’ is very easy. I don’t know how to read the project I find. When I start reading a source, I am not aware of which parts I should be focusing on. Reading a source once with the tutor, to learn what to pay attention to, would be much more useful.”	→Self-questioning as a research driver →Difficulty reading precedents and sources →Translating answers into project →Need for guided source reading
18	“I get lost inside the research. I can’t manage to anchor it in a single idea. My research phase goes well, but I cannot transfer it into architectural design. What I find stays on paper; I can’t internalize it. There are too many disconnected ideas. At that point, it would be helpful if the tutor said, “Look, you had researched this – from here you could move forward like this.”	→Research not transferred into design →Fragmented/disconnected ideas →Need for tutor scaffolding

S	Representative excerpts	Initial codes
1	“Research is mostly about reading and directly understanding raw information. Inquiry is the different conclusions each person draws from that information; the inquiry part is the stage where you explain your concept to the tutor. One of our instructors asked us at the beginning of the studio: ‘What is the thing about Istanbul, or about the area you are working on, that really troubles you?’ and it was built on that …”	→Research as raw information →Inquiry as interpretation →Concept development from personal concern
11	“The research I do is the questions I ask myself. I try to find answers to the ‘why’ questions and then reflect those answers in my project. Saying ‘go and research’ is very easy. I don’t know how to read the project I find. When I start reading a source, I am not aware of which parts I should be focusing on. Reading a source once with the tutor, to learn what to pay attention to, would be much more useful.”	→Self-questioning as a research driver →Difficulty reading precedents and sources →Translating answers into project →Need for guided source reading
18	“I get lost inside the research. I can’t manage to anchor it in a single idea. My research phase goes well, but I cannot transfer it into architectural design. What I find stays on paper; I can’t internalize it. There are too many disconnected ideas. At that point, it would be helpful if the tutor said, “Look, you had researched this – from here you could move forward like this.”	→Research not transferred into design →Fragmented/disconnected ideas →Need for tutor scaffolding

Source(s): Author’s own work