Preprint Article Version 1 This version is not peer-reviewed

Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

Version 1 : Received: 7 August 2018 / Approved: 7 August 2018 / Online: 7 August 2018 (23:43:05 CEST)

A peer-reviewed article of this Preprint also exists.

Colomer, J.; Serra, L.; Cañabate, D.; Serra, T. Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches. Sustainability 2018, 10, 3122. Colomer, J.; Serra, L.; Cañabate, D.; Serra, T. Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches. Sustainability 2018, 10, 3122.

Journal reference: Sustainability 2018, 10, 3122
DOI: 10.3390/su10093122

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.

Subject Areas

reflective learning, assessment, self-reflection, self-regulation, physics education

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