Incorporating service-learning in science education: The impact on students and teachers.
This article reports on the implementation of a model of experiential learning, defined as service-learning, in a teacher education programme. The purpose of the research was to find out how the parties involved in the service-learning partnership engaged with the process. Kolb's experiential learni...
| Publicado en: | South African Journal of Higher Education Vol. 23; no. 2; pp. 386 - 398 |
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| Formato: | Artículo |
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Sabinet Online Limited
2009
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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=hlh&AN=44903753&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 44903753 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2009 vid: 23 iid: 2 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 44903753 ppf: 386 ppct: 12 formats: tig: atl: Incorporating service-learning in science education: The impact on students and teachers. aug: au: Stears, M. affil: Faculty of Education, University of KwaZulu-Natal, South Africa su: Experiential learning Science education Educational programs Service learning Social conditions of college students South Africa sug: subj: South Africa Experiential learning Science education Educational programs Service learning Social conditions of college students ab: This article reports on the implementation of a model of experiential learning, defined as service-learning, in a teacher education programme. The purpose of the research was to find out how the parties involved in the service-learning partnership engaged with the process. Kolb's experiential learning theory (ELI) (Kolb and Kolb 2005, 194) is the lens through which the research is conducted and is conceptualised as Kolb's experiential learning cycle. The particular science education module selected is a method module in Biology Education. The service-learning component of the module was the design of on environmental policy by the student, in collaboration with the school. Data were collected through student questionnaires and teacher questionnaires, as well as reflective journals of students. The findings reveal that students experienced the process as being of personal benefit rather than academic or social benefit. While teachers are positive and willing to consult with students, interest appears to wane when it comes to implementation. This approach to service-learning requires deeper investigation. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2009 holdings: @attributes: islocal: N |
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