Promoting Critical Thinking through Service Learning: A Home-Visiting Case Study

Autor/inn/en	Campbell, Cynthia G.; Oswald, Brianna R.
Titel	Promoting Critical Thinking through Service Learning: A Home-Visiting Case Study
Quelle	In: Teaching of Psychology, 45 (2018) 2, S.193-199 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628318762933
Schlagwörter	Critical Thinking; Service Learning; Home Visits; Case Studies; College Students; Developmental Psychology; Qualitative Research; Essays; Learner Engagement; Outcomes of Education; Social Problems; Problem Solving; Classroom Communication; Journal Writing; Statistical Analysis; Idaho (Boise) + Suchen Sie Ihr Suchwort? Kritisches Denken; Service-Learning; Hausbesuch; Case study; Fallstudie; Case Study; Collegestudent; Entwicklungspsychologie; Qualitative Forschung; Essay; Aufsatzunterricht; Lernleistung; Schulerfolg; Social problem; Soziales Problem; Problemlösen; Klassengespräch; Zeitschriftenaufsatz; Statistische Analyse
Abstract	As stated in APA Learning Outcomes 2 and 3, two central goals of higher education instruction are promoting students' critical thinking skills and connecting student learning to real-life applications. To meet these goals, a community-based service-learning experience was designed using task value, interpersonal accountability, cognitive dissonance, and guided reflection, and was implemented to motivate and promote students' critical thinking skills in a human development psychology course. Students in this course served as home visitors or support-group facilitators to vulnerable families and reflected on their experiences in class assignments. Qualitative evidence from class discussions and journal entries, and quantitative data from the analysis of student essays, suggest that the majority of students engaged in critical thinking skills across the semester, particularly in using a broader locus for understanding and addressing issues experienced by their client families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01