Service-Learning - Science topic

What are the differences of these concepts? What I am sure is that all intend to enhance students' competencies. But are there differences? Is practicum be considered as service-learning? In what ways?

I am working on research about "Service Learning" for "Gifted Elementary Students". As I know most "Service Learning" projects and research are focused on college students. I like to know if "Service Learning" benefits Gifted Elementary Students also.

I would like to know what experts think about the current regulations of educational work and the influence that these laws have on the health of the education professional.

"Value education refers first of all to the individual process of forming, developing and acquiring values or value attitudes (...). In contrast to 'value mediation' and 'value education', value education emphasizes the active confrontation of the individual with the environment and its diverse, sometimes contradictory value offers, which usually takes place through the experience of values and their reflection." (cf. Mandl, Kopp, Hense und Niedermeier (2014, p.8, translated by the author)

The idea of the active value formation process suggests that self-activity of students is a central feature of both processes: the formation of values and the subsequent action.

The goals of value formation are value-oriented personality development, the confrontation with and recognition of basic values of democratic coexistence, and the successful handling of value diversity.

The focus of value formation is the examination of aesthetic objects and forms and relies on the self-activity and self-determination of the subject in a lifelong, never-ending process of reflection.

I see the difference in the orientation of the service learning project for the community and municipality and in the concrete implementation situation according to the need, whereby the main focus of aesthetic-artistic education aims at the experience of the individual person and implements and reflects his own perception of the world in his own practical implementation. Of course, there are intersections and commonalities, which art education through participatory and social project work shapes and reflects the common perception of the world and social processes.....

For this, I rely on the following variables in context/citations:

Hans Joas' concept of "self-transcendence" reference, in which value formation is theoretically conceptualized as a deeply emotional and extraordinary experience (cf. Joas 1999).

The success of value formation depends on cognitive and affective-emotional aspects. (cf. Schubarth and Tegeler, 2016, 264).

Value development is only possible via emotional irritation, touching, shaking, and stabilization, experiencing and coping with dissonance in an emotional sense, i.e., doubts, contradictions, or confusion, in real-life challenges. Thus, they can only be interiorized, i.e., internalized, in a self-organized way via conscious and unconscious emotions. (Sauter, 2019)

Argued from emotion and thus to bodily reaction, this aspect seems important to me.

Tension between, on the one hand, justified "questioning" and, on the other hand, the danger of uprooting traditions, culture and, above all, bodily experienceability, which Fuchs (2000) and Schmitz (2007) emphasize. (Rockenschaub, 51)

The year 2020 has been difficult for researchers, educators, and students. COVID-19 changes the perspectives of Education into an online-based approach. For many of us, adapting service-learning and learners' engagement in a digital age could be challenging. Since most researchers attempted to bring a sense of humanity into their classroom, How could we implement service-learning activities and engagement theories when we can’t physically see a student’s face or hear their voice? And what are the activities you suggest as a researcher?

Dear colleagues, in two research projects Rural 3.0_Service Learning and in SLUSIK (Service learning upscaling Social Inclusion) we are very interested in research projects and research concerning service learning in special relation to the arts, to art education and cultural education. Could you recommend literature or possible cooperation partners in this regard?

Kind regards, Rolf Laven, Vienna

I work with high school students in the area of Service Learning. We have students working with community groups and also going on international service trips. We want to be able to show impact among our in areas like empathy, love for others, grit, global citizenship, self awareness. I am looking for tools or to develop assessments for measuring things like this.

Service-learning is challenging work within higher education and sustaining this type of pedagogy includes opportunities for research, teaching and practice. It also poses many, many challenges. Interested in learning from those in the service-learning trenches how you maintain doing this work in your workplace.

the Libyan educational system is characterized by using traditional methods of teaching. how can we introduce experiential learning such as service learning in the curricula?

In what areas did you include service learning? How did students respond? Did you encounter any obstacles when trying to institute service learning projects?

I need to find validated instruments that can measure components of planned behavior:

Awareness of/about stimuli (e.g., intervention, service or program); Perception about stimuli (attitude about service, program or person performing service); and help-seeking intention (e.g., the likelihood of seeking service, person/provider, program, intervention in the future). Or, is there a tool that can measure Planned Behavior that incorporates these three constructs?

Any suggestions or ideas?  I have searched the Measurements Database for Social Science, Google Scholar, and my institution's library. I found instruction on "how" to create instruments, but no validated instrument that is in use.

Thank you for your help.

D. Reid

Research on service-learning has focused on traditional aged undergraduate students in face-to-face classrooms. What are the similarities and differences between this context and population in terms of age of students (both populations still studying at the undergraduate level and in a face-to-face setting)?

I am looking for publications or experiences of the application of the SErvice LEarning Benefit (SELEB) scale that measures students perceptions of service  learning experiences in a Medical or Dental setting, any knowledge of such would be appreciated. 

I'm looking for qualitative and quantitative research documenting the impact of service or service learning on vocational/calling development in undergraduates.

Focusing on student outcomes

I want to use this scale with our students, and would rather have a validated spanish version than a translation....

With the current push and focus on higher education and even secondary education moving to an online format, how can schools continue to incorporate experiential methods of learning such as service learning, project based learning, and even outdoor learning? Has there been any research to date on this topic? 

Teaching, service and research are mention as the three roles of higher education institutions but sometimes divides faculty into separate groups instead of creating synergies. Any suggestions on how to increase the integration of research results in teaching and service, increase research in the teaching and service environment, and use service experience and outcomes in teaching and research?

Many elementary and secondary educational programs have some service learning component, and I'm wondering how we can determine if they are effective, and based on what criteria. Joel Westheimer has done some wonderful work highlighting the need for a political component (i.e., just don't take food to a food bank but ask why there is poverty, and do something about it), and, yet, it appears that many good and interesting programs (i.e., school twinnings, outreach, volunteerism, social work initiatives, etc.) are disconnected from the formal school experience, lack a political grounding, and could even lead to the contrary of enhanced social justice. In Ontario, Canada, for example, there is a voluntary (mandatory) service requirement of 40 hours in order to graduate secondary school but there is no funding, oversight, integration or connection to what happens in and at school, no debriefing, no critical reflection, and no mobilization to participate in social change (in reality, what many could and perhaps do do for their work is marginal, and it might even take 40 hours of training to be able to undertake something meaningful). So, while there is value and merit in doing service learning, I'm wondering what kind, how, with what support, and, in particular, in relation to my area of research, what is the connection to meaningful and critical forms of education for democracy. Is the service learning that students do meant to support and cultivate "thick" democracy.

engage pupils in inquiry-based learning activities by providing challenges (by suggesting inquiry-based learning activities that are appropriate for them - not too easy or too difficult);

assess pupils’ inquiry skills and experience and award them according to their improvement;

provide different tools and services for the learning process (communication, supporting, assessing, etc.).