El aprendizaje auténtico en el aprendizaje-servicioaprendizaje teórico y cambio identitario

  1. David García Romero 1
  2. Beatriz Macías-Gómez-Estern 2
  3. Virginia Martínez-Lozano 2
  4. José Luis Lalueza Sazatornil 3
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

  3. 3 Universitat Autònoma de Barcelona
    info

    Universitat Autònoma de Barcelona

    Barcelona, España

    ROR https://ror.org/052g8jq94

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Revista:
Revista de educación

ISSN: 0034-8082

Ano de publicación: 2024

Número: 404

Páxinas: 81-108

Tipo: Artigo

DOI: 10.4438/1988-592X-RE-2024-404-618 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista de educación

Resumo

We explored the potential of Service-Learning (SL) as a methodology for authentic learning, understood as that which occurs in real situations with real problems, leading to the acquisition of holistic learning that will generate personal transformations. To this end, we conducted research with students involved in similar SL experiences at two universities. The experience consisted of complementing teaching with collaboration for a semester in highly complex schools, with a majority Roma population. In both universities the subjects involved followed similar structures. Four studies were developed with mixed methodology. Two quantitative studies compared students who had undergone the SL experience with control groups who had taken the subject with traditional methodologies. The Course Value Inventory translated into Spanish was applied to check whether participation in SL generated differences in the three dimensions of learning: conceptual, procedural and personal. The two qualitative studies analyzed in depth the differences found in the previous studies through the analysis of the field notes generated by the students. The first qualitative study focused on analyzing the processes of acquisition and appropriation of the classes´ theoretical contents and the other on the processes underlying the identity and personal changes that were taking place. The quantitative studies yielded significant differences in the self-perception of the learning achieved, in both universities. The qualitative studies showed the importance of psychological tools and personal relationships for authentic learning, highlighting the importance of considering the SL experience as a frontier space of learning generated by new participants, new goals and new tools.

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Fonte de datos: Dialnet