Incorporating an Introductory Service-Learning Experience in a Physical Geography Course

Autor/in	Jurmu, Michael
Titel	Incorporating an Introductory Service-Learning Experience in a Physical Geography Course
Quelle	In: Journal of Geography, 114 (2015) 2, S.49-57 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2014.918638
Schlagwörter	Service Learning; Barriers; Physical Geography; Teaching Methods; Student Participation; Student Attitudes; Student Development; Program Effectiveness; Experiential Learning; Feedback (Response); College Students; Earth Science; School Community Programs; Clubs; Youth Programs; After School Programs; Weather; Climate; Wisconsin + Suchen Sie Ihr Suchwort? Service-Learning; Physische Geografie; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Collegestudent; Earth sciences; Geowissenschaften; Club; Klub; Jugendsofortprogramm; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Wetter; Klima
Abstract	Even as service-learning has become more prevalent in higher education as a high-impact teaching methodology, barriers still exist to its implementation by some instructors. One concern is the perception of these types of activities infringing upon course content. This article outlines an example of an introductory service-learning project for an introductory physical geography course that requires minimal curriculum reduction or use of class time. The project design is to expose students to this type of activity. Students' perception of their learning and personal growth are presented along with the benefits to the instructor, students, and the community. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01