Service learning in high school context: an interpretive synthesis

buir.advisorAkşit, Necmi
dc.contributor.authorGönül, Hatice
dc.date.accessioned2021-01-26T13:17:31Z
dc.date.available2021-01-26T13:17:31Z
dc.date.copyright2021-01
dc.date.issued2021-01
dc.date.submitted2021-01-20
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2021.en_US
dc.descriptionIncludes bibliographical references (leaves 137-158).en_US
dc.description.abstractService learning is used increasingly in primary, secondary and higher education contexts. It provides platform for multiple learning pathways from experiential and social-emotional learning to character and values education, and from citizenship education to critical literacy. The main purpose of this study was to explore the concept, and practice, of service learning through an approach to interpretive synthesis. To this end, this study analyzed a number of selected research studies conducted in high school context, noting salient research paradigms utilized. The study also analyzed the second-order interpretations, derived from the studies using some perspectives on service learning as rethought and conceptualized by Butin (2010), with a view to identifying major variables and constructs focused on, and highlighting what other, if any, conceptual categories any potential studies might consider. One of outcomes of this study provides a service-learning framework which could be used in educational contexts. Another outcome of the study puts emphasis on the service learning areas the previously conducted studies primary focused on, and the salient research paradigms and methods used, and the ones not used. The final outcome of the study highlights the service learning areas that could be explored further, and the areas that have not been focused on at all.en_US
dc.description.provenanceSubmitted by Betül Özen (ozen@bilkent.edu.tr) on 2021-01-26T13:17:31Z No. of bitstreams: 1 10375273.pdf: 2279030 bytes, checksum: 7c94ab554076b06977a1b4397ec56e1c (MD5)en
dc.description.provenanceMade available in DSpace on 2021-01-26T13:17:31Z (GMT). No. of bitstreams: 1 10375273.pdf: 2279030 bytes, checksum: 7c94ab554076b06977a1b4397ec56e1c (MD5) Previous issue date: 2021-01en
dc.description.statementofresponsibilityby Hatice Gönülen_US
dc.format.extentxvii, 162 leaves ; 30 cm.en_US
dc.identifier.itemidB153312
dc.identifier.urihttp://hdl.handle.net/11693/54907
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectService learningen_US
dc.subjectSocial-emotional learningen_US
dc.subjectCitizenship educationen_US
dc.subjectCharacter educationen_US
dc.subjectValues educationen_US
dc.subjectTechnical, culturalen_US
dc.subjectPoliticalen_US
dc.subjectPost-structuralen_US
dc.subjectCritical consciousnessen_US
dc.subjectExperiential learningen_US
dc.titleService learning in high school context: an interpretive synthesisen_US
dc.title.alternativeLise bağlamında sosyal sorumluluk temelli öğrenim: bir yorumlayıcı sentezen_US
dc.typeThesisen_US
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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