Year: 2002
Type: article
Abstract: While research on service–learning has been mixed, there is evidence to suggest that service–learning programs which thoroughly integrate service and academic learning through continuous reflection promote development of the knowledge, skills, and cognitive capacities necessary for students to deal effectively with the complex social issues that challenge citizens. While there is not much research in the service–learning literature that specifically addresses techniques of reflection, evidence from studies of problem–based learning, situated cognition, and cognitive development suggests approaches to reflection that will enhance the power of service–learning in attaining these important goals which facilitate full community participation. This review presents concrete suggestions about this type of program.
Source: Journal of Social Issues
Author: Janet Eyler
Institution: Vanderbilt University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2108041737