Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches
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 Questionnai...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/15783 |
| Acceso en línea: | http://hdl.handle.net/10256/15783 |
| Access Level: | acceso abierto |
| Palabra clave: | 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) |
| Sumario: | 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 |
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