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