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Sustainability 2018, 10(9), 3122;

Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

Department of Physics, University of Girona, 17003 Girona, Spain
Teaching Innovation Networks on Reflective and Cooperative Learning, Institute of Sciences Education, University of Girona, 17003 Girona, Spain
Department of Experimental and Health Sciences, University Pompeu Fabra, 08003 Barcelona, Spain
Department of Specific Didactics, University of Girona, 17004 Girona, Spain
Author to whom correspondence should be addressed.
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)
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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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