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Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches
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DOI：10.3390/su10093122.png)
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摘要
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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.
Keyword:
reflective learning
assessment
self-reflection
self-regulation
physics education
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3.3
论文数:
10.7W
被引数:
28.4W
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Reflective learning in higher education: a qualitative study on students' perceptions高等教育中的反思性学习: 学生感知的质性研究OAAI
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