University Students Teaching Environmental Science to Primary School Students as Service-Learning: Lessons Learned

Research output: Book Chapters | Papers in Conference ProceedingsConference paper (refereed)Researchpeer-review

Abstract

The service-learning pedagogy attempts to enhance student learning by integrating academic study with meaningful community service. This paper discusses lessons learned when attempting to integrate direct service (having S-L students provide science lessons for primary students) and indirect service (having S-L students prepare curriculum guides for use by primary teachers) to maximize academic learning in a course entitled “Ecology: The Science of the Environment” at Lingnan University in Hong Kong. Although the course covered fewer topics when taught using the service-learning pedagogy, S-L students reported that participating in the service-learning project (i) increased their academic learning, (ii) enhanced their interest in science, and (iii) improved their communication and problem solving skills. Based on student feedback received, attempts were made to improve the service-learning experience by (i) altering the course outline so that S-L students have learned the material in class before sharing with the primary students, (ii) providing more input to the focus of their topics, (iii) allowing S-L students to interact with the primary students during their on-site orientation, and (iv) encouraging the primary school teachers to provide immediate feedback to the S-L students at the end of each lesson.
Original languageEnglish
Title of host publicationSHS Web of Conferences
Volume59
DOIs
Publication statusPublished - Dec 2018
EventThe 6th Asia-Pacific Regional Conference on Service-Learning - Petra Christian University, Surabaya, Indonesia
Duration: 28 May 20172 Jun 2017
http://aprcsl2017.petra.ac.id/

Publication series

NameSHS Web of Conferences
PublisherEDP Sciences

Conference

ConferenceThe 6th Asia-Pacific Regional Conference on Service-Learning
Abbreviated titleAPRSCL 2017
CountryIndonesia
CitySurabaya
Period28/05/172/06/17
OtherInternational Association for Research on Service-Learning and Engagement
Internet address

Fingerprint

primary school
Teaching
science
learning
student
studies (academic)
primary school teacher
community service
ecology
Hong Kong
curriculum
communication
teacher

Bibliographical note

Accepted- in press

Keywords

  • direct service-learning
  • indirect service-learning
  • integerate academic learning with community service,
  • integerate academic learning with community service
  • STEM
  • university students teaching primary students

Cite this

@inproceedings{d8388385e1c24d45acf27c0ef2bda0c3,
title = "University Students Teaching Environmental Science to Primary School Students as Service-Learning: Lessons Learned",
abstract = "The service-learning pedagogy attempts to enhance student learning by integrating academic study with meaningful community service. This paper discusses lessons learned when attempting to integrate direct service (having S-L students provide science lessons for primary students) and indirect service (having S-L students prepare curriculum guides for use by primary teachers) to maximize academic learning in a course entitled “Ecology: The Science of the Environment” at Lingnan University in Hong Kong. Although the course covered fewer topics when taught using the service-learning pedagogy, S-L students reported that participating in the service-learning project (i) increased their academic learning, (ii) enhanced their interest in science, and (iii) improved their communication and problem solving skills. Based on student feedback received, attempts were made to improve the service-learning experience by (i) altering the course outline so that S-L students have learned the material in class before sharing with the primary students, (ii) providing more input to the focus of their topics, (iii) allowing S-L students to interact with the primary students during their on-site orientation, and (iv) encouraging the primary school teachers to provide immediate feedback to the S-L students at the end of each lesson.",
keywords = "direct service-learning, indirect service-learning, integerate academic learning with community service,, integerate academic learning with community service, STEM, university students teaching primary students",
author = "Mark McGINLEY",
note = "Accepted- in press",
year = "2018",
month = "12",
doi = "10.1051/shsconf/20185901019",
language = "English",
volume = "59",
series = "SHS Web of Conferences",
publisher = "EDP Sciences",
booktitle = "SHS Web of Conferences",

}

McGINLEY, M 2018, University Students Teaching Environmental Science to Primary School Students as Service-Learning: Lessons Learned. in SHS Web of Conferences. vol. 59, 01019, SHS Web of Conferences, The 6th Asia-Pacific Regional Conference on Service-Learning, Surabaya, Indonesia, 28/05/17. https://doi.org/10.1051/shsconf/20185901019

University Students Teaching Environmental Science to Primary School Students as Service-Learning: Lessons Learned. / McGINLEY, Mark.

SHS Web of Conferences. Vol. 59 2018. 01019 (SHS Web of Conferences).

Research output: Book Chapters | Papers in Conference ProceedingsConference paper (refereed)Researchpeer-review

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AB - The service-learning pedagogy attempts to enhance student learning by integrating academic study with meaningful community service. This paper discusses lessons learned when attempting to integrate direct service (having S-L students provide science lessons for primary students) and indirect service (having S-L students prepare curriculum guides for use by primary teachers) to maximize academic learning in a course entitled “Ecology: The Science of the Environment” at Lingnan University in Hong Kong. Although the course covered fewer topics when taught using the service-learning pedagogy, S-L students reported that participating in the service-learning project (i) increased their academic learning, (ii) enhanced their interest in science, and (iii) improved their communication and problem solving skills. Based on student feedback received, attempts were made to improve the service-learning experience by (i) altering the course outline so that S-L students have learned the material in class before sharing with the primary students, (ii) providing more input to the focus of their topics, (iii) allowing S-L students to interact with the primary students during their on-site orientation, and (iv) encouraging the primary school teachers to provide immediate feedback to the S-L students at the end of each lesson.

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