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urn:hdl:10256/15783 Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches Colomer, Jordi Serra, Laura Cañabate Ortiz, Dolors Serra Putellas, Teresa Pedagogia -- Ensenyament universitari Education -- Study and teaching (Higher) Learning -- Study and teaching (Higher) Aprenentatge -- Ensenyament universitari Aprenentatge actiu Active learning Física -- Ensenyament universitari Physics -- Study and teaching (Higher) 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 This research was funded by the University of Girona funding MPCUdG2016 and by the Institute of Sciences Education of the University of Girona (ICE-UdG) 2018-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion peer-reviewed info:eu-repo/semantics/altIdentifier/doi/10.3390/su10093122 info:eu-repo/semantics/altIdentifier/eissn/2071-1050 Attribution 4.0 International http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess MDPI (Multidisciplinary Digital Publishing Institute) Sustainability, 2018, vol. 10, núm. 9, p. 3122 Articles publicats (D-F)