The application of community service learning in science education

Experiential learning is “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Kolb, 1894, p. 41). Kolb’s learning cycle starts from concrete experience to abstract conceptualization. In service learning, participants get to immerse themselves in the experience and they articulate such experience through reflective observation. Through reflection, they process their thinking, try to integrate and understand their experiences. This may lead to theory and strategy construction, which is also knowledge construction. The internalization and externalization processes are part of the problem-based learning (PBL) cycle.

Community service learning is not a new concept, rather it is the tradition of ‘learn and serve’ which is rich and experiential (Parker el al., 2009). Classical theories of Aristotle and Plato promoted education as a means to produce good persons; develop good personality as well as apply knowledge in pursuit of goodness. Dewey’s (1938) theory of learning espouses the importance of academic service learning, that is, learning through experiencing and learning from doing (Parker et al., 2009).

Pedagogically, service learning is integrated into the real world through experiential learning, perspective-taking and cognitive development. Lave and Wenger (1991) asserted that learning results from activity, context and culture in which it is embedded. Hence, social participation is involved whereby each individual is an active participant within the community. Service learning also requires learners to solve problems in the real world.

Recent development in service learning theoretical framework includes the social learning and cognitive learning models (Flecky, 2011). According to Hung and Nichani (2002), learning clubs, learning communities, and communities of practice were examined from a Vygotskian perspective. Vygotsky’s (1986) concept of zone of proximal (ZPD) put forward the concept of social situatedness that describes the development of individual intelligence requires a social and cultural embedding. Such intelligence is viewed as dynamic rather than a fixed characteristic and it is believed that the child can be guided towards a more sophisticated learning with adult help or mediation. Social situatedness is also the ability to engage in acts of communication and participate in social practices and ‘language games’ within a community (Vygotsky, 1986). There is also epigenetic development which includes the development of physical, social, linguistic skills along a progression level, coupled with the physical and social environment.

CSL is open to a diverse range of disciplines and has been more adopted in tertiary institutions. CSL can be incorporated in disciplines such as social work, nursing, education, business and engineering (Karasik & Wallingford, 2007). Positive impacts such as participants’ personal growth, problem-solving abilities, intellectual development and cognitive development were documented (Howard, 2003; Ngai, 2006; Parker et al., 2009).

CSL is not compulsory within our local education system, thus such research is not vigorous here. However, States and Australia have been doing CSL and service learning (SL) research over more than a decade. SL has its benefits and it may be eventually integrated as a compulsory unit or module for the local schools and higher learning institutions. Potential outcomes of implemented service learning curriculum are increased student engagement, improved critical thinking and problem-solving skills in dynamic settings (Meaney et al., 2008). The aim of this research is to investigate an exploratory study of integrating CSL into the science curriculum of a tertiary institution.