02.08.2022 Views

AZ 1902 FINAL REVISED

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

292

cognitive theory. Prentice-Hall.

Beckman, S. L., & Barry, M. (2007).

Innovation as a Learning Process: Embedding

Design Thinking. California

Management Review, 50(1), 25–56.

Bell, S. (2010). Project-based learning

for the 21st Century: Skills for the

future. The Clearing House: A Journal

of Educational Strategies, Issues

and Ideas, 83(2), 39–43. https://doi.

org/10.1080/00098650903505415

Boud, D., & Falchikov, N.

(2006). Aligning assessment with

long-term learning. Assessment

and Evaluation in Higher Education,

31(4), 399–413. https://doi.

org/10.1080/02602930600679050

Boyer, E. L., & Mitgang, L. D. (1996).

Building Community: A New Future for

Architecture Education and Practice.

https://eric.ed.gov/?id=ED396659

Bull, K. (2015). Transformative

practice as a learning approach for industrial

designers. In M. Tovey (Ed.),

Design Pedagogy: Developments in Art

and Design Education (pp. 113–133).

Carlson, S. E., Rees Lewis, D. G.,

Maliakal, L. v., Gerber, E. M., & Easterday,

M. W. (2020). The design risks

framework: Understanding metacognition

for iteration. Design Studies, 70,

100961. https://doi.org/10.1016/j.destud.2020.100961

Casakin, H., & Goldschmidt, G.

(1999). Expertise and the use of visual

analogy: Implications for design

education. Design Studies, 20(2), 153–

175. https://doi.org/10.1016/S0142-

694X(98)00032-5

Cennamo, K., Brandt, C., Scott, B.,

Douglas, S., McGrath, M., Reimer,

Y., & Vernon, M. (2011). Managing

the complexity of design problems

through studio-based learning. Interdisciplinary

Journal of Problem-Based

Learning, 5(2), 9–27. https://doi.

org/10.7771/1541-5015.1253

Charmaz, K. (2006). Constructing

Grounded Theory: A Practical Guide

through Qualitative Analysis. Sage Publications,

Inc.

Charmaz, K. (2021). The Genesis,

Grounds, and Growth of Constructivist

Grounded Theory. In J. M. Morse, B.

J. Bowers, K. Charmaz, A. E. Clarke, J.

Corbin, C. J. Porr, & P. N. Stern (Eds.),

Developing Grounded Theory (2nd ed.,

pp. 153–187). Routledge. https://doi.

org/10.4324/9781315169170-13

Christiaans, H. (2002). Design

knowing and learning: Cognition in

design education. Design Studies, 23(4),

433–434. https://doi.org/10.1016/

S0142-694X(01)00045-X

Cleary, T. J., Callan, G. L., & Zimmerman,

B. J. (2012). Assessing self-regulation

as a cyclical, context-specific

phenomenon: Overview and analysis

of SRL microanalytic protocols. Education

Research International, 2012, 1–19.

https://doi.org/10.1155/2012/428639

Coertjens, L., Vanthournout, G.,

Lindblom-Ylänne, S., & Postareff,

L. (2016). Understanding individual

differences in approaches to learning

across courses: A mixed method

approach. Learning and Individual

Differences, 51, 69–80. https://doi.

org/10.1016/j.lindif.2016.07.003

Creswell, J. W., & Plano Clark, V.

L. (2018). Designing and conducting

mixed methods research (3rd ed.). Sage

Publications, Inc.

Crolla, K., Hodgson, P., & Ho, A.

(2019). ‘Peer critique’ in debate: A pedagogical

tool for teaching architectural

design studio. International Journal for

the Scholarship of Teaching and Learning,

13(3). https://doi.org/10.20429/

ijsotl.2019.130308

Cross, N. (2001). Design cognition:

results from protocol and other empirical

studies of design activity. Design

Knowing and Learning: Cognition in

Design Education, 79–104. http://www.

elsevier.com/wps/find/bookdescrip-

tion.cws_home/621428/description#-

description

de la Harpe, B., & Peterson, J. F.

(2009). Through the learning and

teaching looking glass: What do academics

in art, design and architecture

publish about most? Art, Design &

Communication in Higher Education,

7(3), 135–154. https://doi.org/10.1386/

adch.7.3.135_1

DiFrancesca, D., Nietfeld, J. L., & Cao,

L. (2016). A comparison of high and

low achieving students on self-regulated

learning variables. Learning and Individual

Differences, 45, 228–236. https://

doi.org/https://doi.org/10.1016/j.lindif.2015.11.010

Dinsmore, D. L., Alexander, P. A.,

& Loughlin, S. M. (2008). Focusing

the conceptual lens on metacognition,

ITU A|Z • Vol 19 No 2 • July 2022 • A. Ates Akdeniz, G. Turan

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!