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

• García Romero, David ^[1] ; Sànchez Busqués, Sònia ^[1] ; Lalueza Sazatornil, José Luis ^[1]
  1. [1] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 35, 2018, págs. 557-577
• Idioma: inglés
• DOI: 10.15581/004.35.557-577
• Títulos paralelos:
  • Explorando el valor del Aprendizaje Servicio: evaluación por estudiantes del aprendizaje personal, procedimental y de contenido
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    La investigación en Aprendizaje Servicio (ApS) ha estudiado el valor de esta pedagogía para para construir el aprendizaje de los estudiantes y fo-mentar el compromiso con los problemas sociales. La mayoría de las investigaciones se centran en los resultados positivos del ApS, sin comparar con otras prácticas. Nuestro objetivo es contribuir a esta investigación desde un punto de vista crítico mediante la realización de un estudio comparativo entre ApS y otros modelos de prácticas. Utilizando la escala “Course Value Inventory” comparamos las respuestas de 174 estudiantes de Grado de Psicología, considerando su participación en prácticas de ApS y no-ApS. Analizamos las diferencias entre las respuestas de los estudiantes de los dos modelos de prácticas desde la perspectiva de las dimensiones del aprendizaje auténtico, comparando por separado las tres dimensiones de este constructo: aprendizaje personal, procedimental y de contenido para identificar o descartar el valor añadido del ApS. Los resultados se discuten en relación a estudios previos desde la perspectiva histórico-cultural para dar sentido a las diferencias encontradas y proponer futuras líneas de investigación.

  • English

    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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