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《The Journal of geography》2012,111(1):33-44
Abstract A call for combining the strengths of geographic education with environmental education to produce an ‘education for sustainability’ addresses local problems for sustainable development. A place-based approach encourages civic responsibility among students. Using service-learning to extend education beyond the classroom in this case study connected students with local clients in a watershed-based initiative. Theoretical underpinnings of service-learning for geographic education are discussed, and the case study is viewed from instructor, student, and client perspectives to identify successful outcomes and provide suggestions for those who might adopt service-learning for the first time. 相似文献
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《The Journal of geography》2012,111(6):254-260
Abstract The rise of service-learning in higher education has been critiqued as little more than community service that encourages students to “do good,” but fails to generate original scholarship or social change. In this article, we argue that service-learning gives geographers the opportunity to challenge these critiques, by demonstrating the practical and political implications of collaborative research methodologies, while conveying powerful conceptual understandings of inequality. We begin by interrogating the philosophical overlap between experiential and service-based learning in the educational philosophy of John Dewey. Using this foundational approach, several theoretical and methodological debates in geography are examined, celebrating and drawing lessons from classic and current service-learning programs. We conclude with a discussion and reflection on experiences with implementing similar pedagogical projects. 相似文献
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《The Journal of geography》2012,111(3):124-132
Abstract Service-learning, or community-based experiential learning is receiving much deserved attention as an alternative or addition to the traditional university lecture. This approach to learning not only establishes valid linkages between the university and the community or public sector, but allows course participants to practice responsible citizenship while acquiring practical work experience. The main objective of this article is to establish the theoretical linkages between undergraduate geography education and service-learning. It is argued that community service-based learning is allied with pragmatic and constructivist theories, and may enhance undergraduate geographic education. Second, some of the strategies employed to establish effective university-community partnerships and offer students “hands-on” experience are introduced. In an upper-division land use planning course, the class first compiled a draft comprehensive plan that was adopted by the planning commission of a recently incorporated municipality, then assisted with plans for open space preservation and environmental protection in the community. A review of the course objectives and the planning project exemplifies the benefits of service-learning and its appropriate application to geography. 相似文献
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《The Journal of geography》2012,111(5):203-205
Abstract Many student geography organizations or clubs associated with colleges and universities undertake community service projects each year to meet local needs and to gain recognition within the community. A uniquely geographical project of playground map painting provides a great community service and goes one step further by incorporating elements of quality service-learning for the geography club members. Painting projects for large school playground maps of the world, United States, or home state are student-planned and student-run. The final painted map can be used for geographic education in elementary schools by conveying basic spatial and geographic relationships. This article will detail a proven method of producing a colorful, useful playground map that can be employed by geography clubs as a service-learning activity and used by educators in elementary schools. 相似文献
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