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Open AccessArticle

Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

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Department of Physics, University of Girona, 17003 Girona, Spain
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Teaching Innovation Networks on Reflective and Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain
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Department of Experimental and Health Sciences, University Pompeu Fabra, 08003 Barcelona, Spain
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Department of Specific Didactics, University of Girona, 17004 Girona, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2018, 10(9), 3122; https://doi.org/10.3390/su10093122
Received: 7 August 2018 / Revised: 27 August 2018 / Accepted: 30 August 2018 / Published: 1 September 2018
(This article belongs to the Special Issue Pedagogical Innovations for Sustainable Development)
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. View Full-Text
Keywords: reflective learning; assessment; self-reflection; self-regulation; physics education reflective learning; assessment; self-reflection; self-regulation; physics education
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Colomer, J.; Serra, L.; Cañabate, D.; Serra, T. Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches. Sustainability 2018, 10, 3122.

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