Service learning

In line with contemporary trends that emphasise the importance of reflective thinking in the development of professional skills

Service learning, also known as practical or experience-based learning, is a pedagogical method developed by John Dewey that emphasises the acquisition of knowledge and skills through practical experience, providing students with opportunities to apply knowledge in factual contexts, rather than focusing solely on theory and the classroom.

This method emphasises practical experience, active participation and reflection as essential components of the learning process. The holistic and integrative approach of service learning is in line with contemporary currents that emphasise the importance of reflective thinking in the development of professional competences.

Valuing experience as a condition for learning, which tends to contribute to the individual's individual and social development, as they become capable of reflecting on the world and themselves.
Meaningful experience, since this process makes it possible to establish pedagogical conditions for students to become actively involved in concrete situations, reflect and adjust their ideas and actions on the basis of this reflection.
Theory-practice integration, components that are considered essential parts of the learning process, since the interconnection between them allows students to apply theoretical concepts to real events, providing a more comprehensive understanding of the problem.
Critical reflection on experiences, which allows the individual to find meaning in them, relating them to previous knowledge and applying them to future situations, is therefore an integral part of experience and learning. In fact, students should be encouraged to reflect on their experiences, evaluate what they have learnt and how they can improve.
Pragmatism, since service learning emphasises the need for practical involvement in order to understand and acquire knowledge. The aim is to use theoretical knowledge to solve problems and make informed decisions.
Progressive Education, as learning is grounded in meaningful, concrete experiences and is tailored to the individual needs of students.
Student-centred learning, as it recognises students' individuality, adapting the curriculum and activities according to their needs and interests.

Advantages
Practical application of knowledge	It values experiential learning, which emphasises the interaction between the individual and the context, establishing new knowledge based on experience.
Connecting theory and practice	It allows students to apply theoretical concepts learnt in the classroom to concrete situations, reinforcing the understanding and relevance of knowledge.
Engagement	Increases student engagement by involving them in projects that have a real impact, motivation is fostered by the connection between theoretical learning and practical application.
Reflexive learning	It encourages students to reflect critically on their own learning and experience.

Preparation stages

Define objectives / learning outcomes;
Select meaningful problems;
Promote the connection between theory and practice;
Evaluate (formative evaluation).

Implementation Stages

Identify needs and interests;
Promote practical and meaningful learning experiences;
Promoting cooperation and dialogue;
Promote continuous reflection (guidance / feedback);
Evaluate.

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364.
Biggs, J. (1999). What the Student Does: teaching for enhanced learning, Higher Education Research & Development, 18:1, 57-75. DOI:
Biggs, John, & Tang, Catherine. (2011). Teaching for quality learning at university. McGraw-hill education. Maidenhead, Reino Unido: Open University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3:2, 77-101.
Dewey, J. (2023). Experiência e educação. Editora vozes. Tradução e edição sob a direção de Lorenzo Luzuriaga Editora Losada, Buenos Aires. 1960
Kolb, David. (1984). Experiential Learning: Experience As The Source Of Learning And Development. Editora: Prentice-Hall ISBN: 0132952610
Perrenoud, P. (1999). Avaliação: da excelência à regulação das aprendizagens-entre duas lógicas. In Avaliação: da excelência à regulação das aprendizagens-entre duas lógicas (pp. 183-183).

Concept

Underlying principles

Valuing experience as a condition for learning, which tends to contribute to the individual's individual and social development, as they become capable of reflecting on the world and themselves.
Meaningful experience, since this process makes it possible to establish pedagogical conditions for students to become actively involved in concrete situations, reflect and adjust their ideas and actions on the basis of this reflection.
Theory-practice integration, components that are considered essential parts of the learning process, since the interconnection between them allows students to apply theoretical concepts to real events, providing a more comprehensive understanding of the problem.
Critical reflection on experiences, which allows the individual to find meaning in them, relating them to previous knowledge and applying them to future situations, is therefore an integral part of experience and learning. In fact, students should be encouraged to reflect on their experiences, evaluate what they have learnt and how they can improve.
Pragmatism, since service learning emphasises the need for practical involvement in order to understand and acquire knowledge. The aim is to use theoretical knowledge to solve problems and make informed decisions.
Progressive Education, as learning is grounded in meaningful, concrete experiences and is tailored to the individual needs of students.
Student-centred learning, as it recognises students' individuality, adapting the curriculum and activities according to their needs and interests.

Advantages

Advantages
Practical application of knowledge	It values experiential learning, which emphasises the interaction between the individual and the context, establishing new knowledge based on experience.
Connecting theory and practice	It allows students to apply theoretical concepts learnt in the classroom to concrete situations, reinforcing the understanding and relevance of knowledge.
Engagement	Increases student engagement by involving them in projects that have a real impact, motivation is fostered by the connection between theoretical learning and practical application.
Reflexive learning	It encourages students to reflect critically on their own learning and experience.

Stages

Preparation stages

Define objectives / learning outcomes;
Select meaningful problems;
Promote the connection between theory and practice;
Evaluate (formative evaluation).

Implementation Stages

Identify needs and interests;
Promote practical and meaningful learning experiences;
Promoting cooperation and dialogue;
Promote continuous reflection (guidance / feedback);
Evaluate.

References

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364.
Biggs, J. (1999). What the Student Does: teaching for enhanced learning, Higher Education Research & Development, 18:1, 57-75. DOI:
Biggs, John, & Tang, Catherine. (2011). Teaching for quality learning at university. McGraw-hill education. Maidenhead, Reino Unido: Open University Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3:2, 77-101.
Dewey, J. (2023). Experiência e educação. Editora vozes. Tradução e edição sob a direção de Lorenzo Luzuriaga Editora Losada, Buenos Aires. 1960
Kolb, David. (1984). Experiential Learning: Experience As The Source Of Learning And Development. Editora: Prentice-Hall ISBN: 0132952610
Perrenoud, P. (1999). Avaliação: da excelência à regulação das aprendizagens-entre duas lógicas. In Avaliação: da excelência à regulação das aprendizagens-entre duas lógicas (pp. 183-183).