Learning through service : community service learning and situated learning in high school
Bibliographic record
Abstract
This dissertation explores the symbiotic relationship resulting from the merging of situated learning's socio-cultural conceptualization of the nature of learning with community service learning's ethos of service. As such, I enquired into the effects of the integration of situated learning as the conceptual framework, and community service learning as both an instructional methodology and educational philosophy. Specifically, through an ethnographic investigation I sought to discover the nature and outcomes of learning which result when high school students take their skills out of the classroom into the community to help solve authentic problems. The students with whom I worked were members of a high school computer technology class in which expectations were that they (the students) would combine learning with service by devoting ten to twenty hours to help a community agency solve technology-related problems. In this regard, eight different student groups applied their technology skills within a variety of school and community environments. Thereupon, I looked to ascertain not only if the students improved upon their already sufficient technical skills, but also what other abilities and knowledge of themselves and/or the world they appropriated. Thus, as per the defining features of situated learning and community service learning, I hoped to find evidence of learning in areas related to technological development, workplace knowledge and expertise, problem solving, group skills, personal and social maturity, and an ethos of service. Such learning occurred and, thus, I concluded that the integration of community service learning and situated learning in this technology classroom resulted in a symbiotic relationship in which the nature and specific outcomes of learning were 1) accounted for by situated learning and 2) enhanced beyond what would normally be expected in a non-service Information Technology Management classroom in the Province of British Columbia. Hence, the well documented and rigorously determined empirical findings: 1) argue that situated learning provides a viable theoretical framework for community service learning, 2) add empirical support to the learning claims of both situated learning and service learning, and 3) suggest a means of enabling education to become more responsive to the students and the community.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".