Linking Class and Community: An Investigation of Service Learning

Autor/inn/en	Fleck, Bethany; Hussey, Heather D.; Rutledge-Ellison, Lily
Titel	Linking Class and Community: An Investigation of Service Learning
Quelle	In: Teaching of Psychology, 44 (2017) 3, S.232-239 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628317711317
Schlagwörter	Service Learning; Methods Courses; Educational Research; Problem Based Learning; Intermode Differences; Conventional Instruction; Instructional Effectiveness; Pretests Posttests; Control Groups; Experimental Groups; Citizen Participation; Experiential Learning; Learning Theories; Multiple Choice Tests; Achievement Gains; Knowledge Level; Student Surveys; Student Attitudes; Teaching Methods; College Students; Statistical Analysis + Suchen Sie Ihr Suchwort? Service-Learning; Methodisch-didaktische Anleitung; Bildungsforschung; Pädagogische Forschung; Problem-based learning; Problemorientiertes Lernen; Unterrichtserfolg; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Experiental learning; Erfahrungsorientiertes Lernen; Learning theory; Lerntheorie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement gain; Leistungssteigerung; Wissensbasis; Schülerbefragung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Statistische Analyse
Abstract	This study contributes to the service learning (SL) literature by providing new empirical evidence of learning from a problem-based SL research project conducted in a developmental research methods course. Two sections of the course taught in a traditional manner were compared to two sections of the course taught with an integrated SL project involving a local Boys & Girls Club. Pre- and posttest scores of the groups were compared in regard to content knowledge, civic engagement, and perceptions of the course. Results indicated that the SL students outperformed the control courses in learning outcomes. Civic engagement did not significantly change over the course of the semester. Student preference data indicated that most enjoyed the SL course, found it helpful, and thought it contributed to their understanding of the course material. The findings are related to past research and theoretical underpinnings that support SL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01