The Effects of a Service-Learning Program on the Development of Civic Attitudes and Behaviors among Academically Talented Adolescents

Abstract

this study examined the effects of a service-learning program on the development of civic attitudes and behaviors of 230 high school students who were identified as academically gifted and participated in either a service-learning program or an accelerated academic program during the summer. Students' responses to 3 surveys measuring civic responsibility, civic behavior, and leadership skills showed that enhanced civic responsibility, particularly a greater awareness of civic issues and a stronger connection and commitment to the community, was found among the students who participated in the service-learning program. Significant differences were not found for civic behaviors and leadership skills as a result of participation in the service-learning program. longer term studies with students and examination of the type of service-learning activities students choose to get involved in are suggested to corroborate the positive outcomes of the service-learning program.

Instilling Values Character Education Through Playing Role Model in Learning History

“…Teachers and students are instrumental in interpreting the phenomenon, and to find the meaning of the game is played in learning. Learning outcomes illustrate that described in detail from the perspective of teachers and students [43], [24], [23]. This interactive learning describes the context of a historical phenomenon that never existed.…”

“…From the aspect of purpose, model "role playing" according [18] and [22], suggests that the goal of "role playing" in history among other things: (1) to motivate feelings of learners, (2) to clarify the historical or contemporary situation, where in which there are conflicts, emotions, differences, prejudices, problems caused differences of race, age, religion, nationalism, and ethnic backgrounds, (3) to create awareness of differences in the pattern of view, and consequently, the sensitivity or concern for the award each other's, teach the values embodied in human relations [23], [24]. b.…”

Civic education as a means of talent dissemination for gifted students

“…The programs have helped to improve communication skills and empathy with other people, facilitated personal and social responsibility and awareness of community problems, and stimulated critical and creative thinking. Other benefits of gifted programs for civic education have included a systematic connection between coursework and practices, interactions with other gifted peers, and forming relationships with local and/or national leaders and mentors (see Lee et al 2007Lee et al , 2008aTerry 2000 for summary).…”

“…The CLI activities were designed to provide gifted students with opportunities to examine causes and effects of social problems, learn how to identify and mobilize community assets and stakeholders, and analyze cases for positive changes in the local communities and a broader society. Other goals include learning theories of leadership and community development, and the meaning of being a good citizen and a leader in the society; building interpersonal abilities through teamwork; and raising critical and creative problem-solving skills via collaboration with other like-minded peers (Lee et al 2007(Lee et al , 2008a.…”

Measuring the Impact of a Supplemental Civic Education Program on Students’ Civic Attitude and Efficacy Beliefs

“…Tests of difference have been used in various evaluative studies (e.g., Amerson, 2010; Lee, Olszewski-Kubilius, Donahue, & Weimholt, 2007). The current sample was not randomly selected, thus the use of a non-parametric test.…”