ARTICLE | doi:10.20944/preprints201808.0151.v1
Subject: Social Sciences, Education Studies Keywords: reflective learning, assessment, self-reflection, self-regulation, physics education
Online: 7 August 2018 (23:43:05 CEST)
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.