Finding the Right Fit: Helping Students Apply Theory to Service-Learning Contexts

Autor/in	Ricke, Audrey
Titel	Finding the Right Fit: Helping Students Apply Theory to Service-Learning Contexts
Quelle	In: Journal of Experiential Education, 41 (2018) 1, S.8-22 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825917750407
Schlagwörter	Service Learning; Theory Practice Relationship; Undergraduate Students; Case Studies; Anthropology; Models; Scaffolding (Teaching Technique); Class Activities; Student Surveys + Suchen Sie Ihr Suchwort? Service-Learning; Theorie-Praxis-Beziehung; Case study; Fallstudie; Case Study; Anthropologie; Analogiemodell; Schülerbefragung
Abstract	Background: Although past studies of service-learning focus on assessing student growth, few studies address how to support students in applying theory to their service-learning experiences. Yet, the task of applying theory is a central component of critical reflections within the social sciences in higher education and often causes anxiety among undergraduate students. Purpose: This article identifies a pedagogical model that helps students navigate the selection and application of theory to their service-learning experiences. Methodology/Approach: The pedagogical model is based on a case study of an upper-division anthropology service-learning course, which included survey and interview data to assess the model's effectiveness. Findings/Conclusions: The findings indicate that a familiar framing analogy, combined with a specific set of scaffolded in-class activities that takes into consideration Perry's scheme of learning, is useful for bridging the gap between understanding theory and selecting and applying a particular theory to service-learning projects. Such an approach helped relieve student anxiety and confusion surrounding theory application and service-learning. Implications: To grow as scholars, students must be able to match theory to real-world situations on their own. By combining a framing analogy with scaffolded activities, instructors can help students transition from memorizing theories to applying them to their service-learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01