The Development of Service Learning Instructional Model for Pre-Service Teachers.
Bibliographic record
Abstract
This research aimed to develop a service learning instructional model and to study the use of the developed service model. The research was conducted through a methodology and development process, which was divided into three phases. In phase 1, a study into the existing context and needs of the community, concepts, theories, and related research on the development of service learning instructional model was done. As part of the phase-one study, a people forum attended by the students and the locals was organized. The data gained from the forum was used to synthesize the model. In phase 2, a tentative model of the service learning instruction was constructed. In phase three, the actual use of the developed model with the pre-service teachers who were second year students enrolled in a course “Source of Knowledge and Local Wisdoms” during semester 2 of the academic year 2012 was studied. Seventy-four students were sampled through Cluster Sampling, and the data was analyzed through behavior comparison assessed by t-test Dependent Samples. The results of the research revealed that the elements of the service learning instructional model included principles, concepts, theories related to service learning instruction, aims of the model, teaching process, social system, responses, and support system. In addition, the results of the actual use of the developed model unveiled the four stages of the model which is called “PCAR Model” P-Preparation, C-Class Presentation, A-Activity Based Learning, and R-Reflective Thinking. The teaching and learning activities enable the students to be responsible for the society and to perceive self-capabilities. Key words : Service learning instruction; Social responsibility; Perception of self-efficacy
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".