Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches

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

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)