بدری گرگری، رحیم؛ فتحیآذر، اسکندر؛ حسینینسب، داود و مقدم، محمد. (1389). تأثیر بازاندیشی در عمل بر تفکر انتقادی دانشجومعلمان تربیت معلم تبریز، مطالعات روانشناسی و تربیتی (1)11، 210-189.
برزگربفرویی، کاظم. (1393). روند تحول باورهای معرفتشناختی دانشآموزان مقطع دبیرستان و رابطه آن با عملکرد تحصیلی، علوم تربیتی دانشگاه شهید چمران اهواز،(6)21، 150-135.
خدابندهلو، عباس؛ سبحانینژاد، مهدی و فرمهینی فراهانی، محسن. (1393). شناسایی و تحلیل ابعاد باورهای معرفتشناختی دانشجویان، پژوهش و برنامهریزی در آموزش عالی. 71، 100-79.
رضایی،اکبر. (1390). رابطه باورهای معرفتشناختی و تصورات دانشجویان از یادگیری با رویکردهای سطحی و عمقی یادگیری، تازههای علوم شناختی، (1)13، 14-1.
رضایی، اکبر و پاشایی، لیلا. (1389). رابطه بین باورهای شناختی و نگرش به رفتارهای کمکطلبی با پیشرفت تحصیلی دانشآموزان، علوم تربیتی، (3)9، 126-109.
شعبانی ورکی، بختیار و حسین قلیزاده، رضوان. (1388). تحول باورهای معرفتشناختی دانشجویان. دانش و رفتار، (24)14، 38-23 .
غفاری، شهریار. (1395). جایگاه تاریخ و فلسفه علم در تربیت معلم فکور علوم، فصلنامه تربیت معلم فکور، (4)2، 24-3.
کهن، امیرحسین؛ شعبانی ورکی، بختیار و رحیمنیا، فریبرز. (1388). باورهای معرفتشناختی مدیران و نگرش آنها در خصوص برنامهریزی استراتژیک در آموزش عالی (دانشگاههای شمال شرق ایران)، فصلنامه پژوهش و برنامهریزی در آموزش عالی، (1)15، 27-50.
مختاری، حیدر؛ داورپناه، محمدرضا و آهنچیان، محمدرضا. (1392). باورهای معرفتی دانشجویان و تأثیر متغیرهای زمینهای بر آن، پژوهش و برنامهریزی در آموزش عالی، 68، 22-1.
مددپور، پژمان؛ محمدیفر، محمدعلی و رضایی، علیمحمد. (1395). نقش باورهای معرفتشناختی، باورهای انگیزشی و خودکارآمدی ریاضی در پیشبینی پیشرفت ریاضی، روانشناسی مدرسه، (1)5، 141-81.
نویدی، احد و تویسرکانی راوری، فاطمه. (1391). الگویابی روابط ساختاری متغیرهای محیط کلاس، اهداف پیشرفت، تفکر تأملی و عملکرد در درس ریاضی، فناوری آموزش،(3)8، 192-183.
واعظفر، سعید؛ محمدیفر، محمدعلی و نجفی، محمود. (1393). اثربخشی آموزش به روش سؤالات هدفمند بر عملکرد ریاضی و تفکر تأملی. روانشناسی مدرسه، (2)3.، 252-240.
Ahmad, I., Bin Said, H., Zeb, A., Rehman, S., Ahmad, S. & Khan, W. (2013). How reflective practice improves teachers’ classroom teaching skill? Case of community based schools in district Chitral, Khyber Pakhtunnkhwa. Social Sciences and Humanities. 4(1), 73-81 .
Araghizadeh, E. & Jadidi, E. (2016). The Impact of Translators’ Epistemological Beliefs and Gender on Their Translation Quality.English Language Teaching.9(4), 24-29.
Arslantas, H. (2016). Epistemological beliefs and academic achievement. Journal of Education and Training Studies. 4(1), 215-220.
Aslan, C. (2017). Examining Epistemological Beliefs of Teacher Candidates According to Various Variables. Eurasian Journal of Educational Research. 67, 37-50.
Aypay, A. (2011). The adaptation of the teaching-learning conceptions questionnaire and its relationships with epistemological beliefs.Educational Sciences: Theory and Practice.11(1), 21-29.
Bozkurt, E. & Yetkin-Özdemir, I. E. (2018). Middle School Mathematics Teachers’ Reflection Activities in the Context of Lesson Study. International Journal of Instruction. 11(1). 379-394.
Braten, I. & Stromso, H. I. (2005). The relationship between epistemological beliefs and implicit theories of intelligence as predictor of achievement goals. Contemporary Educational Psychology. 75, 539-565.
Chan, K. W. & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning.Teaching and Teacher Education, 20, 817-831.
Chen,J.A.&Pajares,F.(2010).Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science.Contemporary Educational Psychology.35, 75-87.
Choy, S. C. & Oo, P. C. (2007). Exploring professional development foreducators. Singapore: Cengage.
Crooks, S. (2017). Finding Place in Higher Education: An Epistemological Analysis.The Canadian Journal for the Scholarship of Teaching and Learning.8(1), 1-14.
Elald, S. (2016). The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students’ Academic Achievement: An Experimental Study. Journal of Education and Training Studies. 4(5), 30-40.
Gilstrap, D. & Dupree, J. (2008). A Regression Model of Predictor Variables on Critical Reflection in the Classroom: Integration of the Critical Incident Questionnaire and the Framework for Reflective Thinking. Journal of Academic Librarianship. 34(6), 469–481.
Gunes, G. & Bati, K. (2018). Development of a scale on scientific epistemological views and investigation of epistemological views of prospective teachers. International Journal of Research in Education and Science. 4(2). 391-408.
Habsah, I., Aminuddin, H., Mohd-Mokhtar, M., Wan-Zah, W. & Mohd Majid, K. (2013). Epistemological Beliefs and Learning Approaches of Students in Higher Institution of Learning in Malaysia.International Journal of Instruction. 6(1). 139-150.
Khany, R. & Ghoreyshi, S. M. (2013). On the Relationship between Iranian EFL Teachers’ Efficacy of Classroom Management, Reflective Thinking, and Transformational Leadership Style: A Structural Equation Modeling. Issues in Language Teaching. 2(1), 55-81.
Kheirzadeh, Sh. & Sistani, N. (2018). The Effect of Reflective Teaching on Iranian EFL Students’ Achievement: The Case of TeachingExperience and Level of Education. Australian Journal of Teacher Education. 43(2).143-156.
Mahasneh, A. M. (2018). Investigation of the Relationship between Teaching and Learning Conceptions and Epistemological Beliefs among Student Teachers from Hashemite University in Jordan. European Journal of Contemporary Education 7(3). 531-540.
Mirzaei, F., Phang, A. & Kashefi, H. (2013). Measuring Teachers Reflective Thinking Skills. Social and Behavioral Sciences 141, 640 – 647.
Neber, H. & Schommer, M. (2002). Self-regulated science learning with highly gifted students: the role of cognitive,motivational,epistemological, and environmental variables. High Ability Studies. 13(1), 59-74.
Olteanu, C. (2016). Reflection and the object of learning. International Journal for Lesson and Learning Studies, 5(1), 60–75.
Onen, A. S. (2011). The effects of candidate teachers’ educational and epistemological beliefs on professional attitudes.Journal of Education,41, 293-301.
Ozkan, S. & Tekkaya, C. (2011). How do epistemological beliefs differ by gender and socio-economic status?Journal of Education.41,339-348.
Qian, G. & Pan, J. (2002). A comparison of epistemological beliefs and learning from science text between American and Chinese high school students. In B.K.Hofer &P.R. Pintrich (Eds.),Personal epistemology:The psychology of beliefs about knowledge and knowing (pp103–118). Mahwah, NJ: Lawrence Erlbaum Associates.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and Reflective Thinking. Teachers College Record,104(4), 842-866.
Safak, U., Oktay, A., Harun, B. & Fulya, O. (2016). Investigation of the relationship between pre-service science teachers’ perceived self-efficacy in science teaching and disposition toward reflective thinking. European Journal of Science and Mathematics Education, 4(3), 331-344.
Sahin, G. & Dikkartin Ovez, F. T. (2012). An investigation of prospective teachers’ reflective thinking tendency. Social and Behavioral Sciences. 55, 568 – 574.
Saylan, A., Armagen, F. & Bektas, O. (2016). The relationship between pre-service science teachers’ epistemological beliefs and preferences for creating a constructivist learning environment.European Journal of Science and Mathematics Education. 4 (2), 251-267.
Schomer, M. (1994). Synthesizing Epistemological Belief Research:Tentative Understanding and Provocative Confusions. Educational Psychology Review. 6(4), 293-319.
Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Soodmand Afshar, H. & Hamzavi, R. (2014). The Relationship among Reflective Thinking, Listening Anxiety and Listening Comprehension of Iranian EFL Learners: Does Proficiency make a Difference? Issues in Language Teaching. 3(2), 237-261.
Stathopoulou, C. & Vosniadou, S. (2007). Exploring the relationship between physics-related epistemological beliefs and physics understanding.Contemporary Educational Psychology.32, 255–281.
Sun, Y. C. (2017). Following the heart of the crowd: Epistemological beliefs and actual practices of in-service language teachers in Taiwan.Taiwan Journal of TESOL.14(1), 119-144.
Taylan, R. D. (2018). Exploring Prospective Teachers’ Reflections in the Context of Conducting Clinical Interviews. European Journal of educational Research. 7(2),349-358.
Temel, S. (2016). Perceived problem solving skills:As a predictor of prospective teachers’ scientific epistemological beliefs.Cypriot Journal of Educational Sciences.11(3), 111-118.
Tezci, E., Erdener, M. & Atici, S. (2016). The Effect of Pre-service Teachers' Epistemological Beliefs on Teaching Approaches.Universal Journal of Educational Research.4(12), 205-215.
Trautwein, U. & Ludtke, O. (2007). Epistemological beliefs,school achievement, and college major:A large-scale longitudinal study on the impact of certainty beliefs.Contemporary Educational Psychology. 32, 348–366.
Uslu, O. (2018). Analysis of variables that affect teaching learning approaches and epistemological beliefs of pre-service teachers by structural equation model. International Journal of Research in Education and Science (IJRES), 4(1), 237-251.
Wade, R. & Yarbrough, D. (1996). Portfolio: a tool for reflective thinking in teacher education? Teaching and teacher education. 12(1), 63-79.
Yalcin, M. & Yalcin, F. A. (2017). The Investigation of Pre Service Science Teachers’ Epistemological Beliefs According to Some Variables. Journal of Education and Training Studies. 5(10). 207-217.
)