___

• Barber, M. ve Mourshed, M. (2007). How the world’s best-performing school systems come out on top. McKinsey andCompany,https://www.mckinsey.com/~/media/mckinsey/ industries/social%20sector/our%20insights/how%20the%20worlds%20best%20performing%20school%20systems%20come%20out%20on%20top/how_the_world_s_best-per- forming_school_systems_come_out_on_top.ashx, 08.04.2019 tarihinde erişilmiştir.
• Biggs, J. (2001). Enhancing learning: a matter of style or approach?. R.J. Sternberg ve L. F.Zhang (Eds.) Perspective on thinking, learning, and cognitive styles, 73-102. London: Lawrence Erl- baum Associates, Inc.
• Biggs, J. ve Tang, C. (2007). The Society for research into higher education teaching for quality learning at university. USA: McGraw Hill.
• Biglan, A. (1973). Relationship between subject matter characteristics and the structure and out- put of university departments, Journal of Applied Psychology, 57 (3), 204–213.
• Commission of The European Communities. (2007).Improving the Quality of Teacher Education. http://www.europarl.europa.eu/RegData/docs_autres_institutions/commission_euro- peenne/sec/2007/0931/COM_SEC%282007%290931_EN.pdf, 08.04.2019 tarihinde erişilmiştir.
• Darling-Hammond, L. (2006). Powerful teacher education lessons from exemplary programs. San Francisco:Jossey-Bass.
• Dart, B. C., Burnett, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J. ve Smith, D. (2000). Students’ conceptions of learning, the classroom environment, and aproaches to learning, The Journal of Educational Research. 93(4), 262-270. https://doi.org/10.1080/00220670009598715
• Elo, S., ve Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi: 10.1111/j.1365-2648.2007.04569.x.
• Ekinci, N. (2008). Üniversite öğrencilerinin öğrenme yaklaşımlarının belirlenmesi ve öğretme-öğrenme süreci değişkenleri ile ilişkileri, Yayınlanmamış doktora tezi. Hacettepe Üniversitesi.
• Entwistle, N.J. (1995). Frameworks for onderstanding as experienced in essay writing and in preparing for examinations. Educational Psychologist, 30(1), 47-54.
• Entwistle, N., McCune, V. ve Walker, P. (2001). Conceptions, styles, and approaches within higher education: analytic abstractions and everyday experience. Sternberg, R.J. & Zhang, L. F. (Eds.).
• Perspective on thinking, learning, and cognitive styles, 103-136. London: Lawrence Erlbaum Associates, Inc.Huddleston, P. ve Unwin, L. (2008). Teaching and learning in further education diversity & change,Cornwall: Rouledge Taylor & Francis Group.
• İlhan-Beyaztaş, D. (2014). Başarılı öğrencilerin öğrenme yaklaşımları ve etkili öğrenmeye ılişkin önerileri.Yayınlanmamış doktora tezi, Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• İlhan-Beyaztaş, D. ve Senemoğlu, N. (2015). Başarılı Öğrencilerin Öğrenme Yaklaşımları ve Öğrenme Yaklaşımlarını Etkileyen Faktörler. Eğitim ve Bilim, 40(179), 193-216.
• Lindblom-Ylänne, S, Trigwell, K, Nevgi, A. & Ashwin, P. (2006) How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285–298.
• Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. London, UK: Sage.Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
• Newble, D. I. ve Entwistle, N.J. (1986). Learning sytles and approaches. implications for medical education. Medical Education, 20, 162-175.
• Prosser, M. ve Trigwell, K. (1999). Understanding learning and teaching the experience in higher educa- tion. London: The Society for Research into Higher Education & Open University Press.
• Selçuk, G, S., Çalışkan, S. ve Erol, M. (2007). Evaluation of learning approaches for prospective physics teachers. GÜ, Gazi Eğitim Fakültesi Dergisi, 27(2), 25-41. Senemoğlu, N. (2011). College of Education students’ approaches to learning and study skills.Eğitim ve Bilim, 36(160), 65-80.
• Trigwell, K., Prosser, M. ve Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ aproaches to learning, Higher Education, 37(1), s. 57-70.
• Trilling, B. ve Fadel, C. (2009). 21st century skills: learning for life in our times, Jossey-Bass, San Francisco, CA.
• Uiboleht, K., Karm, M. ve Postareff, L. (2018). The interplay between teachers’ approaches to teaching, students’ approaches to learning and learning outcomes: a qualitative multicase study. Learning Environments Research, 1−27.10.1007/s10984-018-9257-1
• Tynjälä, P. ve Gijbels, D. (2012). Changing world- changing pedagogy. P. Tynjälä, M. L. Stenström and M. Saarnivaara (Eds.), Transitions and transformations in learning and education, 205-222. Dordrecht: Springer.
• Zeegers, P. (2001). Approaches to learning in science: a longitudinal study. British Journal of Educational Psychology, 71, 115-132.Barber, M. ve Mourshed, M. (2007). How the world’s best-performing school systems come out on top.
• McKinsey and Company, https://www.mckinsey.com/~/media/mckinsey/ industries/social%20sector/our%20insights/how%20the%20worlds%20best%20perfor- ming%20school%20systems%20come%20out%20on%20top/how_the_world_s_bestper- forming_school_systems_come_out_on_top.ashx, 08.04.2019 tarihinde erişilmiştir.
• Biggs, J. (2001). Enhancing learning: a matter of style or approach?. R.J. Sternberg ve L. F.Zhang (Eds.) Perspective on thinking, learning, and cognitive styles, 73-102. London: Lawrence Erl- baum Associates, Inc.
• Biggs, J. ve Tang, C. (2007). The Society for research into higher education teaching for quality learning at university. USA: McGraw Hill.
• Biglan, A. (1973). Relationship between subject matter characteristics and the structure and out- put of university departments, Journal of Applied Psychology, 57 (3), 204–213.
• Commission of The European Communities. (2007).ImprovingtheQualityTeacherEducation.http://www.europarl.europa.eu/RegData/docs_autres_institutions/commission_euro- peenne/sec/2007/0931/COM_SEC%282007%290931_EN.pdf, 08.04.2019 tarihinde erişilmiştir.
• Darling-Hammond, L. (2006). Powerful teacher education lessons from exemplary programs. San Francisco:Jossey-Bass.
• Dart, B. C., Burnett, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J. ve Smith, D. (2000). Students’ conceptions of learning, the classroom environment, and aproaches to learning, The Journal of Educational Research. 93(4), 262-270. https://doi.org/10.1080/00220670009598715
• Elo, S., ve Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi: 10.1111/j.1365-2648.2007.04569.x.
• Ekinci, N. (2008). Üniversite öğrencilerinin öğrenme yaklaşımlarının belirlenmesi ve öğretme-öğrenme süreci değişkenleri ile ilişkileri, Yayınlanmamış doktora tezi. Hacettepe Üniversitesi.
• Entwistle, N.J. (1995). Frameworks for onderstanding as experienced in essay writing and in preparing for examinations. Educational Psychologist, 30(1), 47-54.
• Entwistle, N., McCune, V. ve Walker, P. (2001). Conceptions, styles, and approaches within higher education: analytic abstractions and everyday experience. Sternberg, R.J. & Zhang, L. F. (Eds.). Perspective on thinking, learning, and cognitive styles, 103-136. London: Lawrence Erlbaum Associates, Inc. Huddleston, P. ve Unwin, L. (2008). Teaching and learning in further education diversity & change, Cornwall: Rouledge Taylor & Francis Group.
• İlhan-Beyaztaş, D. (2014). Başarılı öğrencilerin öğrenme yaklaşımları ve etkili öğrenmeye ılişkin önerileri.Yayınlanmamış doktora tezi, Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• İlhan-Beyaztaş, D. ve Senemoğlu, N. (2015). Başarılı Öğrencilerin Öğrenme Yaklaşımları ve Öğrenme Yaklaşımlarını Etkileyen Faktörler. Eğitim ve Bilim, 40(179), 193-216.
• Lindblom-Ylänne, S, Trigwell, K, Nevgi, A. & Ashwin, P. (2006) How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31(3), 285–298.
• Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. London, UK: Sage.Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
• Newble, D. I. ve Entwistle, N.J. (1986). Learning sytles and approaches. implications for medical education. Medical Education, 20, 162-175.
• Prosser, M. ve Trigwell, K. (1999). Understanding learning and teaching the experience in higher education. London: The Society for Research into Higher Education & Open University Press.
• Selçuk, G, S., Çalışkan, S. ve Erol, M. (2007). Evaluation of learning approaches for prospective physics teachers. GÜ, Gazi Eğitim Fakültesi Dergisi, 27(2), 25-41. Senemoğlu, N. (2011). College of Education students’ approaches to learning and study skills.Eğitim ve Bilim, 36(160), 65-80.
• Trigwell, K., Prosser, M. ve Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ aproaches to learning, Higher Education, 37(1), s. 57-70.
• Trilling, B. ve Fadel, C. (2009). 21st century skills: learning for life in our times, Jossey-Bass, San Francisco, CA.
• Uiboleht, K., Karm, M. ve Postareff, L. (2018). The interplay between teachers’ approaches to teaching, students’ approaches to learning and learning outcomes: a qualitative multicase study. Learning Environments Research, 1−27.10.1007/s10984-018-9257-1
• Tynjälä, P. ve Gijbels, D. (2012). Changing world- changing pedagogy. P. Tynjälä, M. L. Stenström and M. Saarnivaara (Eds.), Transitions and transformations in learning and education, 205-222. Dordrecht: Springer.
• Zeegers, P. (2001). Approaches to learning in science: a longitudinal study. British Journal of Educational Psychology, 71, 115-132.