Teaching and Learning in the Social Context: A Meta-Analysis of Service Learning's Effects on Academic, Personal, Social, and Citizenship Outcomes

James M. Conway; Elise L. Amel; Daniel P. Gerwien

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Teaching and Learning in the Social Context: A Meta-Analysis of Service Learning's Effects on Academic, Personal, Social, and Citizenship Outcomes

机译：社会背景下的教与学：对服务学习对学术，个人，社会和公民结局的影响的元分析

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Service learning places teaching and learning in a social context, facilitating socially responsive knowledge. The purposes of this meta-analysis were to summarize evidence on (a) extent and types of change in participants in service learning programs, (b) specific program elements (moderators) that affect the amount of change in participants, and (c) generalizability of results across educational levels and curricular versus noncurricular service. We included 103 samples and found positive changes for all types of outcomes. Changes were moderate for academic outcomes, small for personal outcomes and citizenship outcomes, and in between for social outcomes. Programs with structured reflection showed larger changes and effects generalized across educational levels. We call for psychologists to increase their use of service learning, and we discuss resources for doing so.

机译：服务学习将教学和学习置于社会环境中，以促进对社会敏感的知识。这项荟萃分析的目的在于总结以下方面的证据：（a）服务学习计划参与者的变化的程度和类型；（b）影响参与者变化量的特定计划要素（主持人）；以及（c）概括性教育水平以及课程与非课程服务之间的比较。我们纳入了103个样本，发现所有类型结果的积极变化。变化对学术成果而言是中等的，对于个人成果和公民成果而言是很小的，而对于社会成果而言则介于两者之间。具有结构化反思的计划显示出较大的变化和广泛影响，影响了整个教育水平。我们呼吁心理学家增加对服务学习的使用，并讨论用于这样做的资源。

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《Teaching of Psychology》 |2009年第4期|233-245|共13页
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James M. Conway; Elise L. Amel; Daniel P. Gerwien;
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Central Connecticut State University,;

University of St. Thomas,;

Central Connecticut State University,;

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Teaching and Learning in the Social Context: A Meta-Analysis of Service Learning's Effects on Academic, Personal, Social, and Citizenship Outcomes

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