Page 163 - Cultural Studies of Science Education

140 J. Ponder and A. Cox-Peterson

• Reciprocity
• Civic responsibility
• Systematic reflection
Examples of essential service-learning elements are described below.

Integrated learning: Connect the project to other areas of the curriculum. For
example, students can use language arts skills to write friendly letters to local busi-
nesses to elicit support for their project. Or students can calculate the amount of
pollution created by a specific number of cars idling in a carpool area of their
school each morning.
Meeting genuine needs: Communicate with community organizations and partners
related to the project to discover an organization’s specific needs before creating a
plan of action. For example, students could use questionnaires or conduct inter-
views to discover how they might support a cause or an organization that supports
this cause.
Youth voice and choice: Actively involve students in the decision-making process
associated with a service-learning project. Teachers can use deliberation strategies
such as structured decision-making to help students consider multiple perspectives
and find alternative solutions related to selected issues. Structured decision-making
takes place in small groups where students discuss a controversial issue, invite
multiple perspectives, and work toward consensus (Guillaume et al. 2007)
Collaborative efforts: Work with local businesses, organizations, and government offi-
cials to build partnerships that will further students’ cause and help raise awareness for
their selected issue. For example, students can elicit support for a project from families,
local businesses, government officials, other schools, and members of the community.
Reciprocity: Service-learning is based on the idea that participation in a service
activity will strengthen students’ learning experiences. At the same time, the in-
depth learning that takes place ultimately strengthens the outcomes associated with
the service project. For example, students learn about animal cruelty and neglect by
working with the local animal shelter. Students use this knowledge to educate the
public about animal needs and work with local government officials to pass animal
cruelty laws. As a result, the animals and the employees at the shelter benefit from
students’ service project and their public awareness campaign.
Civic responsibility: Participation in service-learning can increase students’ aware-
ness of their role in community issues and improvements, as well as help them
understand civic institutions. For example, students can learn about the difference
between individual rights and the common good. They can also explore which
government official or agency they should contact if they want to propose a change
or address an issue in their community or state. This knowledge is meaningful to
the students because it confirms that their voices can make a difference.
Systematic reflection: Reflection promotes learning. Reflection should take place
before, during, and after service to make explicit connections to learning experiences.