Work

Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

Year: 2018

Type: article

Abstract: This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first-year physics class in a university faculty. The quality of students’ reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities fundamentally help students identify aspects of their attitudes towards, as well as regulate, their sustainability learning education.

Source: Sustainability

DOI: 10.3390/su10093122

Authors: Jordi Colomer, Laura Serra-Saurina, Dolors Cañabate, Teresa Serra

Institutions: Universitat de Girona, Universitat Pompeu Fabra

Language: English

Topic: Reflective Practices in Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,896