Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

Jordi Colomer, Laura Serra, Dolors Cañabate and Teresa Serra
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Jordi Colomer: Department of Physics, University of Girona, 17003 Girona, Spain
Laura Serra: Teaching Innovation Networks on Reflective and Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain
Dolors Cañabate: Teaching Innovation Networks on Reflective and Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain
Teresa Serra: Department of Physics, University of Girona, 17003 Girona, Spain

Sustainability, 2018, vol. 10, issue 9, 1-16

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.

Keywords: reflective learning; assessment; self-reflection; self-regulation; physics education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (15)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:10:y:2018:i:9:p:3122-:d:167091

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