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Improving Students' Learning and Development from International Service-Learning through Action Research
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... También se obtienen mejoras en la convivencia con los compañeros y en la interacción con instituciones y agencias diversas (Rodríguez, 2014). Además, se ha observado que los alumnos mejoran su apreciación sobre la diversidad y los valores fundamentales (Cámara et al., 2017;Miron & Moely, 2006), dado que, en general, se sienten muy satisfechos de trabajar con personas de raza, clase social o cultura diferentes a la suya (Chan et al., 2019). Por su parte, Einfeld y Collins (2008) relacionan la participación del alumnado en proyectos de ApS con la mejora de la competencia multicultural, la comprensión y el compromiso con la justicia social. ...
El presente trabajo se centra en el análisis de la metodología de Aprendizaje-Servicio como estrategia de desarrollo de competencias en alumnado universitario. A partir de un estudio pre-post intrasujeto, se analizaron los cambios producidos en las actitudes cívicas, habilidades interpersonales e intenciones de participar en acciones sociales de un grupo de 162 estudiantes de los Grados de Educación en una univesridad. Para ello se suministró una adaptación de la escala Civic Attitudes and Skills Questionnaire (CASQ) antes y después de la implementación de programas de ApS para el desarrollo de sus prácticas curriculares. Los resultados obtenidos muestran un incremento en la percepción de los estudiantes sobre sus propias habilidades de liderazgo o de resolución de problemas, entre otras, y expresan, en mayor medida, sus intenciones de involucrarse en futuras acciones sociales. No se observan, sin embargo, diferencias en sus actitudes hacia la diversidad tras la utilización de esta metodología. Tras el análisis de los datos obtenidos podemos concluir que la utilización de la metodología ApS en los estudiantes de los Grados de Educación promueve el desarrollo de competencias que facilitarán un desempeño profesional futuro que atienda a la necesidad de contribuir al desarrollo de sociedades más justas y comprometidas.
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The purpose of this study was to measure student affective, behavior, and content (ABC) and global awareness outcomes after participating in a science, technology, engineering, and mathematics (STEM)–based international service-learning (ISL) course and impacts on long-term retention in STEM fields. We compared experiences from 12 participants (undergraduate and graduate students) enrolled in a STEM-based ISL course with experiences from four students enrolled in the same course without the service-learning component. The ISL course involved classroom discussions on environmental topics and four local and ISL projects with community partners to contribute to conservation efforts. Data came from student responses on a civics awareness questionnaire, reflective journal entries, and responses captured during individual semistructured interviews 2 years after the course. Findings indicate positive improvements in affective outcomes, significant gains in civic awareness, differences in behaviors based on class of student, specific content gains related to service-learning activities, global awareness gains for all students, and differential impacts on retention in STEM-related fields.
In this study, we conduct a cross-cultural validation for the Global Citizenship Scale (GCS) to determine the applicability of the original USA context to an Asian (Hong Kong) context. A total of 1,179 responses were collected for a systematic examination of the internal consistency, factor structure and criterion-related validity.
This reflective overview indicates how action research was utilised to revitalise and improve service learning modules for first-year nursing students at the University of the Free State. The two modules under consideration include a curriculum-based community development project in which the students compile a community profile and subsequently strive to address identified needs and challenges together with the community. A step-up action-research model was developed to enhance the quality of these service learning modules, mainly by focusing on a more thorough integration of service, learning and research, with this finally resulting in more sustainable student learning and community development. The research process has moreover demonstrated the importance and appropriateness of action research for the development of higher education service learning modules.