Browse > Article

Exploring a Deeper Meaning in Service-Learning Pedagogy and Implementing it in Family and Consumer Sciences Education  

Kwon, Yoo-Jin (Dept. of Home Economics, Graduate School, Chung-Ang University)
Publication Information
International Journal of Human Ecology / v.9, no.1, 2008 , pp. 71-79 More about this Journal
Abstract
Service-Learning pedagogy includes community service and reflection as main components. Students can learn integration and application of knowledge beyond specific fields through experiences and reflection. The purpose of family and Consumer Sciences Education is related to connect theory and practice to improve individual, family, and community life. The curriculum focuses not only on content mastery in subjects, but also application of that knowledge to the real lives of students. Considering the purpose of service-learning as integration and application of knowledge, service- learning pedagogy can contribute to rethink family and Consumer Sciences Education. Reflection as a key component is examined for service-learning pedagogy. Exploring a deeper meaning of reflection in aspects of community connection, critical thinking, and transformative learning would extend the value of it and provide implications for implementing reflection in service-learning pedagogy in Family and Consumer Sciences Education.
Keywords
reflection; service-learning pedagogy; family and consumer sciences education;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Ash, S. L., Clayton, P. H. & Atkinson, M. P. (2005). Integrating reflection and assessment to capture and improve student learning. Michigan Journal of Community Service Learning, 11(2), 49-60
2 Hatcher, J. A., Bringle, R. G. & Muthiah, R. (2004). Designing effective reflection: what matters to service- learning?. Michigan Journal of Community Service Learning, 11(1), 38-46
3 Howard, J. P. F. (2001). Service learning course design workbook. Michigan Journal of Community Service Learning, Ann Arbor, MI: The University of Michigan.
4 Kang, Jung E, & Bang, GI Hyeog. (2003). Development of practical arts experiential learning program for character education in elementary school. Journal of Korean Practical Art Education, 16(2), 33-50
5 Kolb, D. A. (1984). Experiential learning: experience as source of learning and development. Inglewood Cliffs: Prentice-Hall
6 Lee, S. D. (2001). Constructivist approach on experiential learning program development in elementary practical arts education. Journal of Korean Practical Arts Education, 14(3), 161-185.
7 Martin, A. (2001). The many faces of engagement, learning goals, and the principles of good practice in service learning. Journal of Family and Consumer Sciences Education, 19(1), 38-40.
8 Rha, J. Y. (2004). Consumer education through experiential learning: developing social responsibility and soft skills as consumer professionals. Journal of Korean Home Management, 22(2), 59-67
9 Miller, J. (1994). Linking traditional and service learning course: outcome evaluations utilizing two pedagogical distinct models. Michigan Journal of Community Service Learning, 1(1), 29-36.
10 Eyler, J. (2002). Reflection: linking service and learning- linking students and communities. Journal of Social Issues, 58(3), 517-534   DOI   ScienceOn
11 Moore, D. T. (2000). The relationship between experiential learning research and service learning research. Michigan Journal of Community Service Learning, Special Issue, 124-128.
12 Dewey, J. (1938). Experience and education. New York, NY: Kappa Delta Pi
13 Bringle, R. G. & Hatcher, J. A. (1996). Implementing service learning in higher education. Journal of Higher Education, 67(2), 221-239.   DOI   ScienceOn
14 Jones, S. R. (2002). The underside of service learning. About Campus, 7(4), 10-15.
15 Kienzler, D. & Smith, F. M. (2003). What our students have taught us about critical thinking. The Journal of Family and Consumer Sciences Education, 21(2), 43- 49.
16 Mabry, J. B. (1998). Pedagogical variations in service learning and student outcomes: how time, contact, and reflection matter. Michigan Journal of Community Service Learning, 5, 32-47.
17 Henry, M. E. (2004). Reflection matters: connecting theory to practice in service learning courses. Kappa Omicron Nu Forum, 15(2), 1-16
18 Ikeda, E. K. (2000). How reflection enhances learning in service learning courses. Presented at the American Educational Research Association (AERA). National Conference. New Orleans, LA
19 Mimbs, C. A. (2005). Teaching from the critical thinking, problem-based curricular approach: strategies, challenges, and recommendations. The Journal of Family and Consumer Sciences Education, 23(2), 17-18.
20 Smith, F. M. & Kienzler, D. (2003). The use of the critical thinking process by the Family and Consumer Sciences Students. Retrieved February 11, 2008 from www.kon.org
21 KICE. (2006). 2007 The National Curriculum for the Practical Art (Technical, Home Economics) Education. Retrieved February 13, 2008 from http://www.kice. re.kr
22 Moely, B. E., Mercer, S. H., Illustre, V., Miron, D. & McFarland, M. (2002). Psychometric properties and correlates of the civic attitudes and skills questionnaire (CASQ): a measure of students' attitudes related to service-learning. Michigan Journal of Community Service Learning, 8(2), 15-26