STEM and Service-Learning: Does Service-Learning Increase STEM Literacy?

Abstract

The importance of education in science, technology, engineering, and mathematics (STEM) disciplines is again a topic of discussion among policy makers and scientists, particularly given perceived declines in STEM performance by students in the U.S. Service-learning has been used in innovative and creative ways to enhance learning in a variety of STEM-related courses. Improving STEM literacy is also a focal point of STEM education and has been explicitly linked to servicelearning projects. Herein the authors review literature linking service-learning to academic achievement in STEM-related courses. They then examine whether service-learning enhances STEM literacy in a STEM-centered communications course at an aeronautics engineering university and in two biology courses at a small rural college. Despite early calls by researchers for improved rigor in the field of service-learning research, the literature review indicates that few studies over the past 15 years employed rigorous research techniques when examining whether service-learning affects academic achievement in STEM courses. Results of mixed-methods analyses showed that service-learning enhanced science literacy in the three STEM-related courses. First, students scored significantly higher on a post-service survey of skills and content relative to the pre-survey survey at the aeronautics engineering university. Second, students earned significantly higher grades in a written report of their service-learning project relative to a non-service-oriented project in the small rural college. Third, students indicated through comments on evaluations and reflections that the service-learning projects enhanced the STEM content in the courses.

Service-Learning in Undergraduate General Chemistry: A Review

“…Recommendations for future research. Early researchers called for improvements to the rigor in service-learning research (Butin, 2006;Fitch, 2007;Hayford et al, 2014). The expectations and resulting quality of SoTL and discipline-based education research has increased in recent years (Talanquer, 2014).…”

“…Many variables can influence these benefits, though, including the type of reflection used in the course and the mandatory nature of the service-learning experience (Yorio & Ye, 2012). While the research specifically within STEM courses is more limited, studies have reported positive student benefits, including enhanced science literacy (Hayford et al, 2014), improved self-efficacy (Sliker, 2020), as well as a stronger understanding of social issues and the role of science in society (Glover et al, 2013).…”

Skills and knowledge management in higher education: how service learning can contribute to social entrepreneurial competence development

“…Instructors also emphasize aspects such as intensive preparation, high complexity and the balance between ensuring societal impact and learning outcomes simultaneously (Butin, 2006; Kolenko et al , 1996; Marullo et al , 2009). Even though SL is said to have immense transformational potential, to date, this potential of innovative SL formats has not been fully realized (Butin, 2005; Hayford et al , 2014; Renn et al , 2012). SL is often considered a US-American approach that has not been globally adopted.…”

Building Connections to Biology and Community through Service-Learning and Research Experiences

“…Often, science service-learning projects take the format of tutoring or performing demonstrations for youth, or biomonitoring ( 17 , 19 – 22 ). Service-learning has been shown to increase science, technology, engineering, and math (STEM) literacy ( 21 ) and student achievement of learning outcomes ( 18 , 20 , 23 ). Service-learning may have the potential to increase student motivation to learn biology, as found in chemistry ( 24 ), and may increase students’ abilities to apply biology to real-world situations or make connections between their service and coursework ( 17 , 25 ).…”