Publication on reflective learning in a physics university class in the Sustainability journal Jordi Colomer and Teresa Serra publish, within the framework of the STELYS project, the paper entitled “Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches” in the Sustainability journal, in collaboration with members of the Institute of Sciences Education and the Department of Specific Didactics of the University of Girona, and of the Department of Experimental and Health Sciences of the University Pompeu Fabra. 08 de febrer 2019 Recerca i transferència
Jordi Colomer and Teresa Serra publish the paper entitled “Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches” in the Sustainability journal, in collaboration with members of the Institute of Sciences Education and the Department of Specific Didactics of the University of Girona, and of the Department of Experimental and Health Sciences of the University Pompeu Fabra. Sustainability is an international, cross-disciplinary, scholarly, peer-reviewed and open access journal of environmental, cultural, economic, and social sustainability of human beings. Sustainability provides an advanced forum for studies related to sustainability and sustainable development. Dr. Colomer and Dr. Serra 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 has been conducted within the framework of the “Divulgation and Innovation in the Teaching of Physics” research line, and of the STELYS project; funded by the University of Girona funding MPCUdG2016 and by the Institute of Sciences Education of the University of Girona (ICE-UdG).