Wang Cong, Yan Wenfan, Guo Fangfang, Li Yulan, Yao Meilin
Faculty of Psychology, Beijing Normal University, Beijing, China.
Department of Leadership in Education, College of Education and Human Development, University of Massachusetts, Boston, MA, United States.
Front Psychol. 2020 Dec 14;11:606334. doi: 10.3389/fpsyg.2020.606334. eCollection 2020.
As a form of experiential education, service learning (SL) shows great potential for promoting students' knowledge transfer as it offers students opportunities to apply what they have learned in classrooms to serve communities in real-life contexts. To explore how students' knowledge transfer evolves during SL, we collected longitudinal survey data from 96 Chinese college students in a 9-week SL program. Results indicate that (a) students' perceived knowledge transfer in SL did not follow a linear trajectory. Although students' perceived knowledge transfer at the end of SL was significantly higher than those at the beginning, a slight drop was observed in the middle of SL; (b) the developmental pattern of perceived knowledge transfer varied across students; and (c) students' perceived knowledge transfer development during SL was associated with mastery goal orientation and perceptions of psychologically controlling behaviors from their SL supervisors. By providing evidence of the dynamic process and mechanisms of students' knowledge transfer development, the present study adds to our understanding of how, when, and why the benefits of SL are realized.
作为一种体验式教育形式，服务学习（SL）在促进学生知识转移方面显示出巨大潜力，因为它为学生提供了将课堂所学应用于现实生活中服务社区的机会。为了探究学生的知识转移在服务学习过程中是如何演变的，我们在一个为期9周的服务学习项目中收集了96名中国大学生的纵向调查数据。结果表明：（a）学生在服务学习中感知到的知识转移并非呈线性轨迹。尽管学生在服务学习结束时感知到的知识转移显著高于开始时，但在服务学习中期出现了轻微下降；（b）感知到的知识转移的发展模式因学生而异；（c）学生在服务学习期间感知到的知识转移发展与掌握目标导向以及他们对服务学习指导教师心理控制行为的认知有关。通过提供学生知识转移发展的动态过程和机制的证据，本研究增进了我们对服务学习的益处如何、何时以及为何得以实现的理解。
