Dizayn (avtomobil dizayni) loyihalashni o‘qitishda nazariya va amaliyot uyg‘unligi

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Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355

Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-334). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.020

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Lawson, B. (2005). How designers think: The design process demystified (4th ed.). Architectural Press.

Dorst, K., & Dijkhuis, J. (1995). Comparing paradigms for describing design activity. Design Studies, 16(2), 261-274. https://doi.org/10.1016/0142-694X(94)00012-3

Simon, H. A. (1996). The sciences of the artificial (3rd ed.). MIT Press.

Goel, V., & Pirolli, P. (1992). The structure of design problem spaces. Cognitive Science, 16(3), 395-429. https://doi.org/10.1207/s15516709cog1603_3

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406. https://doi.org/10.1037/0033-295X.100.3.363

Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94. https://doi.org/10.1007/BF02299613

Pahl, G., Beitz, W., Feldhusen, J., & Grote, K. H. (2007). Engineering design: A systematic approach (3rd ed.). Springer. https://doi.org/10.1007/978-1-84628-319-2

O‘zbekiston Respublikasi Prezidentining 2022-yil 11-may dagi PQ-227-sonli “Ta’lim sohasida tubdan islohotlar amalga oshirish to‘g‘risida”gi Qarori. https://lex.uz/docs/6022379

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.