A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
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 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.
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 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.
Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches
Jordi Colomer (author) / Laura Serra (author) / Dolors Cañabate (author) / Teresa Serra (author)
2018
Article (Journal)
Electronic Resource
Unknown
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A Procedure for Evaluating Reflective Cracking
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