Promoting fourth-grade students' autonomy, competence, and relatedness through service-learning.
The current study examined Connect Science, a service-learning program that incorporates social and emotional learning lessons and science lessons developed around Next Generation Science Standards. Guided by Self-Determination Theory, focus groups with 8 Connect Science classrooms and 8 control cla...
| Publicado en: | Applied Developmental Science Vol. 28; no. 1; pp. 58 - 82 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Jan-Mar2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=174510447&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 174510447 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10888691 7LF jtl: Applied Developmental Science issn: 10888691 maglogo: N pubinfo: dt: Jan-Mar2024 vid: 28 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 174510447 10.1080/10888691.2022.2149522 ppf: 58 ppct: 24 formats: tig: atl: Promoting fourth-grade students' autonomy, competence, and relatedness through service-learning. aug: au: Lapan, Candace Rimm-Kaufman, Sara E. Merritt, Eileen G. affil: Wingate University University of Virginia Virginia Polytechnic Institute and State University su: Social emotional learning Student engagement Self-determination theory Autonomy (Psychology) Science classrooms sug: subj: Social emotional learning Student engagement Self-determination theory Autonomy (Psychology) Science classrooms ab: The current study examined Connect Science, a service-learning program that incorporates social and emotional learning lessons and science lessons developed around Next Generation Science Standards. Guided by Self-Determination Theory, focus groups with 8 Connect Science classrooms and 8 control classrooms investigated fourth graders' experience of autonomy, competence, relatedness, and academic engagement in science. Results of a content analysis indicated that Connect Science students reported more frequent cognitive autonomy and more positive emotional science engagement than students in control classrooms. However, Connect Science students reported more mixed feelings about relatedness to their peers. Students from both Connect Science and control classrooms reported similar experiences of competence and teacher relatedness. The findings demonstrate that service-learning is a promising practice for facilitating student autonomy, choice, and emotional engagement in science while also highlighting the relational challenges of such approaches. We discuss future research directions and recommendations for mitigating such challenges in elementary classrooms. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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