SCIENCE FUN DAY AS A SERVICE LEARNING ACTIVITY: EVALUATION, EXPERIENCE, AND PERCEPTIONS OF SCIENCE PRESERVICE TEACHERS
Keywords:
Service Learning for Preservice Teachers, Science Fun Day, Teacher Education Preparation, Extension Program for Preservice TeachersAbstract
This paper discusses the self-evaluation, experiences and perceptions of the preservice teachers on their Science Fun Day program as a form of service learning. Service learning is a pedagogy that allows participants to extend service to the community. It is the utilization of extension programs in academic context to develop social skills, sense of responsibility, and self-efficacy of the participants. In teacher education, service learning is a promising tool to be utilized in molding a teacher with excellent content, exemplary skills and a community responsive disposition. In this research, science preservice teachers designed a service learning activity entitled Science Fun Day and implemented it in their chosen community. The planning for each Science Fun Day includes community survey and informal needs assessment. After which, an extension program was carefully planned to help the community with their needs such as literacy, hygiene, and nutrition. Activities that students will enjoy have also been implemented.
Downloads
References
Anderson, Jeffrey B., "Learning in deed: Service-Learning and Preservice Teacher Education" (2000). Service Learning, General. Paper 16. http://digitalcommons.unomaha.edu/slceslgen/16
Astin, A., Vogelgesang, L., Ikeda, E., & Yee, J. (2000). How Service Learning Affects Students. Higher Education Research Institute. University of California, Los Angeles
Bates, A., (2009). Service learning as an instructional strategy for the preparation of teachers. The Journal of Effective Teaching, 9(1), 5-23
Billig, S.H. (2003). Introduction. In Billig, S.H. & Waterman, A.S. (Eds.), Studying service-learning: Innovations in education research methodology, p. vii-xiv. Mahwah, NJ: Lawrence Erlbaum Associates.
Castellan, C. (2011). Service-Learning in Teacher Education: Does the Model Matter? International Journal of Research on Service Learning in Teacher Education, 1(2), 1-19
Chambers, D. J., & Lavery, S. (2012). Service-Learning: A valuable component of pre-service teacher education. Australian Journal of Teacher Education, 37(4). http://dx.doi.org/10.14221/ajte.2012v37n4.2
Donninson, S., & Itter, D. (2010). Community service learning: A first year transition tool for teacher education. Australian Journal of Teacher Education, 35(3), 59-74. http://dx.doi.org/10.14221/ajte.2010v35n3.5
Durbin, D. J. & Marchel, C. A. (n.d.). Powerful Teaching: A Framework for Utilizing Service Learning in the Classroom. Retrieved June 6, 2015 from http://www.nnerpartnerships.org/wp-content/files/Article-11-Powerful-Teaching-A-Framework-for-Utilizing-Service-Learning-in-the-Classroom.pdf
McDonald, M., Tyson, K., Brayko, K., Bowman, K., Delport, J., & Shimomura, F. (2011). Innovation and impact in teacher education: Community-based organizations as field placements for preservice teachers. Teachers College Record, 113(8), 1668-1700
Nitschke-Shaw, D. & associates (n.d.). Best Practices: Service-learning in Teacher Education in New Hampshire. Retrieved June 6, 2015 from http://www.compactnh.org/downloads/Best_Practices.pdf
Spencer, B., Cox-Petersen, A., & Crawford, T. (2005). Assessing the Impact of Service-Learning on Preservice Teachers in an After-School Program. Teacher Education Quarterly, 32(4), 119–135
Tonkin, H. (2004). Developing Leadership through International Service-Learning. Paper presented at the 2004 Conference of the International Leadership Association. Washington, DC.
What is Service Learning? (2015). Retrieved June 29, 2015 from http://www.sonoma.edu/cce/faculty/what_is_service_learning.html
