Combining Active Learning with Service Learning: A Student-Driven Demonstration Project

Hatcher-Skeers, Mary; Aragon, Ellen

doi:10.1021/ed079p462

Cited by 43 publications

(40 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The uniqueness of this project lies in the fact that it is a collaboration between two colleges. This is similar to the work of Hatcher-Skeers and Aragon in which the collaboration was between college and middle school students (95). It also facilitated mentoring of freshmen undergraduate students by graduate and upper-class students.…”

Section: Figure 2 the Learner As A Member Of A Global Communitysupporting

confidence: 66%

Bottled Water Analysis: A Tool For Service-Learning and Project-Based Learning

Akinbo

2014

ACS Symposium Series

View full text Add to dashboard Cite

Section: Figure 2 the Learner As A Member Of A Global Communitysupporting

confidence: 66%

Bottled Water Analysis: A Tool For Service-Learning and Project-Based Learning

Akinbo

2014

ACS Symposium Series

View full text Add to dashboard Cite

“…These have developed both their personal and community communication skills; consequently increased the level of participation in communal engagement activities (Bringle and Hatcher [6]; Draper [13]; Hatcher-Skeers and Aragon [24]; Kalivas [27]). …”

Section: A Pattern For Metacognitive Awareness and Community Service mentioning

confidence: 99%

An Evaluation on the Regression Level of Prospective Teachers' Metacognitive Skills in terms of their Community Service Activities Perceptions

Kartal¹,

Demır²,

Kaya³

2017

ujer

View full text Add to dashboard Cite

Metacognition, thinking, and learning are a continuous transformation in case of different aspects of the same event. In turn, metacognition is an inseparable part of the process of thinking to think. Recently, the definition of metacognition has been elaborated. And as defined in the past, it has only consisted of "thinking on think", but now it covers of awareness of one's own knowledge, cognitive steps, cognitive and effective situations, intentional and awareness monitoring ability, and regulating his/herself knowledge, as well. In such a process, social awareness and social dimensions of development thinking in the participants' individual learning and language are an inevitable necessity and the key to thinking rather than effective think. In this line, individuals are also supposed to effectively use the cognitive processes and skills. Herewith, metacognition could be accepted as a large structure consisting of the community service activities. As research findings also revealed, the teachers' participation in community service activities is being effective for the development of cognitive skills and higher-level thinking processes; in this regard, as it contribute the teachers' development of the responsibility for their own learning, it has positively contributed that the more their necessary skills increased, the more positive attitude toward student the teachers have. To determine the prospective teachers' personal traits, the perception on Community Service Activities, and to measure the cognitive skills respectively in this research, it was used "Personal Information Form"; "Community Service Activities Scale", and "Cognitive Awareness Scale". Las but not least, the overall aim of this study is to uncover what extent the prospective teacher's cognitive skills is predicted in terms of the variables of Community Service Activities Perception Scale.

show abstract

“…Others have used extra assignments and activities to support class learning such as field trips (42)(43)(44) and service learning (45,46). The instructor described in scenarios #3 and #4 attempt to connect out-of-class assignments and readings to in-class discussions but failed to include appropriate structure or motivation for students.…”

Section: Outside Activities Benefit In-class Participation Overviewmentioning

confidence: 99%

Give Them Something To Talk About: Participation Strategies That Improve Student Learning and Engagement

Kloepper

2014

ACS Symposium Series

View full text Add to dashboard Cite

Millennial students are team-oriented and prefer non-traditional lecture methods, yet convincing the current generation of undergraduates to participate productively in class can be challenging. Common traits for Millennials include a preference for structure and an interest in building peer networks. Participation strategies utilizing structured teamwork were developed and implemented in analytical chemistry classes through modified discussions and assessment. Students spent out-of-class time on projects and attending specific seminars, both of which benefited in-class participation. Incorporating intentional participation opportunities that complement the strengths of Millennials improved their engagement and learning. These participation approaches can be adapted for large lecture classes, non-majors courses, and other chemistry disciplines.

show abstract

Combining Active Learning with Service Learning: A Student-Driven Demonstration Project

Cited by 43 publications

References 9 publications

Bottled Water Analysis: A Tool For Service-Learning and Project-Based Learning

Bottled Water Analysis: A Tool For Service-Learning and Project-Based Learning

An Evaluation on the Regression Level of Prospective Teachers' Metacognitive Skills in terms of their Community Service Activities Perceptions

Give Them Something To Talk About: Participation Strategies That Improve Student Learning and Engagement

Contact Info

Product

Resources

About