Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

Abstract

The Bologna Process and the European Higher Education area require the application of new active methodologies in the classroom that place the student at the center of his or her learning process. In the present work, we analyze the application of a Service-Learning (SL) methodology in the context of a Final Degree Dissertation (FDD) in the degree in Environmental Sciences at the University of Extremadura (Spain). The project deals with an isolated Kichwa community in Ecuador and involves the development of alternative science education materials for the capacitation of in-service science teachers. This paper evaluates how an FDD carried out according to Service-Learning (SL) principles can help in the acquisition of so-called “soft skills” and how these can be focused in the promotion of the sustainable development goal (SDG) knowledge and achievement. To this end, a qualitative study of the experience and a deep evaluation, followed by a final reflection, were carried out. According to the preliminary results, we can conclude that Higher Education should include SDGs in its teaching praxis and could do this successfully using the SL methodology.

Analysis of Sustainability Knowingness, Attitudes and Behavior of a Spanish Pre-Service Primary Teachers Sample

“…These methodologies could be a vehicle to increase reflection and develop competencies in sustainability, contributing to enhancing the sustainability consciousness of these students. Another potential methodology that may be used to reach these purposes is service-learning (S-L) [117,118]. Our research group is working on the inclusion of S-L in higher education [117] and we encourage the utilization of the S-L methodology for HESD in teacher-in-training programs based on their multiple benefits.…”

“…Another potential methodology that may be used to reach these purposes is service-learning (S-L) [117,118]. Our research group is working on the inclusion of S-L in higher education [117] and we encourage the utilization of the S-L methodology for HESD in teacher-in-training programs based on their multiple benefits. S-L promotes and involves students in direct experiences with nature and resolving complex problems, which has been discovered as crucial for the successful implementation of education projects for sustainability [119].…”

“…S-L promotes student cooperation in their local context, awaking awareness to protect their study areas, through an experiential learning process [121,122]. S-L encourages intra-and interdisciplinary work, permitting the development of transversal ethics competences, establishing emotional connection with the environment and with their classmates [117]. Overall, S-L has an unimaginable transformational capability, promoting the essence of sustainability by increasing students' knowledge (in terms of conceptual content), their abilities and competences by the time they get to solve social issues.…”

Application of Circular Economy Techniques for Design and Development of Products through Collaborative Project-Based Learning for Industrial Engineer Teaching

“…There is a consensus on the importance of using constructivist methodologies [9] in SDG education. Other initiatives have analyzed experiences based on service-learning [66,67], participatory action research [68], etc.…”

Service-learning in physical education teacher education: a pedagogical model towards sustainable development goals

“…Universities are trying to refocus their mission to adapt to more comprehensive and meaningful educational policies, in tune with the sustainability of the planet (Ferguson and Roofe, 2020; Menon and Suresh, 2020). So that, through its functions, the university can contribute to sustainable development by producing new knowledge, updating skills and promoting sustainability in society (Hernández-Barco et al , 2020). The incorporation of strategical plans into universities (aimed at the sustainable development under the umbrella of the 2030 Agenda and the SDGs guidelines) has yielded valuable benefits for education.…”