Exploring the Value of Service LearningStudents’ assessments of Personal, Procedural and Content Learning

  1. García Romero, David 1
  2. Sànchez Busqués, Sònia 1
  3. Lalueza Sazatornil, José Luis 1
  1. 1 Universitat Autònoma de Barcelona
    info

    Universitat Autònoma de Barcelona

    Barcelona, España

    ROR https://ror.org/052g8jq94

Zeitschrift:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Datum der Publikation: 2018

Nummer: 35

Seiten: 557-577

Art: Artikel

DOI: 10.15581/004.35.557-577 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: ESE: Estudios sobre educación.

Ziele für nachhaltige Entwicklung

Zusammenfassung

Research into Service Learning (S-L) has investigated the value of this pedagogy to construct student learning and foster commitment to social issues. Most research focuses on the positives outcomes of S-L, without considering comparison with other practices. We aim to contribute to this research from a critical point of view by performing a comparative analysis between S-L and other models of practice. Using the Course Value Inventory scale, we compare the assessment of 174 students taking a Bachelor’s degree in Psychology, considering their participation in S-L or non-S-L practice. We intent to test if there are differences in the students’ assessment between the two models of practice in what concerns to authentic learning. We compare separately the three dimensions of this construct: personal learning, procedural learning and content learning to fi nd or discard the value of S-L in this matter. The results are discussed in relation with previous studies from a cultural-historical approach in order to make sense of the found differences and propose further research.

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Informationen zur Finanzierung

Este artículo se enmarca en el proyecto I+D+i EDU2014-55354-R, titulado Formación universitaria: análisis del proceso de aprendizaje y cambio identitario a través del aprendizaje-servicio en comunidades de prácticas en contextos de exclusión, financiado por la Secretaría de Estado de investigación, Desarrollo e Innovación, durante los años 2015-2018.

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Fuente de los datos: Dialnet