ERIC Number: ED471964
Record Type: RIE
Publication Date: 2002-Nov-21
A Pragmatic Approach to Educating: Connecting Problem-Based Learning to Service Learning.
Turner, Roselyn M.
This study's purpose was to increase student and teacher motivation by providing students the opportunity to engage in the problem-solving process and solve student-identified campus or community problems while achieving the competencies of the Small Group Communication course at the community college. The researcher integrated two pedagogies: problem-based learning and service learning. Three cycles of action research, a nascent qualitative method, were conducted over a period of 8 weeks. While meeting the course objectives for small group communication, student teams implemented 5 service projects during the fall 2002 semester. The results of the pragmatic approach to educating students were that student and teacher motivation significantly increased. Additionally, students met cognitive and affective learning objectives. The study also showed that combining the two methods was highly efficacious, and the role of the teacher-researcher as a participant and stakeholder in the real-life projects was significant to the project outcomes. The study recommended that the inherent strengths and natural articulation of problem-based and service learning indicate they can be combined as one authentic teaching methodology. The study demonstrated that combining the two strategies benefited both students and the community. After recommendations are provided, 13 appendixes contain: Student Pre-Questionnaire; Course Competencies and Syllabus; Service Learning Assignment; Post-Survey/Final Interview Questions; Student Journal Assignment; Student Journal Prompts; Student Journal Rubrics; Data Interpretation Questions; Student Concerns; Contents of Selecting Area of Service Presentation; Contents of Group Problem Solving Booklet; Group Progress Tracking Matrix; and Self and Peer Evaluation Instrument. (Contains 64 references.) (ND)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Capella University.