Abstract:

This research contribution aims at describing the first results of a multiple case study approach ([1]) investigating the impact of Service Learning (SL) on teaching-learning practices. A variety of qualitative data collection procedures have been used: semi-structured interviews, observation tools, analysis of organizational and public documents, narrative tools, focus groups.

The schools under investigation have been chosen by matching the SL practices experienced by the schools participating in the Avanguardie Educative Movement ([2]i) with the SL quality standards internationally defined by the literature ([3], [4], [5]).

A sample of three schools came out: one primary school and two secondary schools. The selected schools have implemented different SL approaches: the SL experience carried out by primary school IC “Amerigo Vespucci” (Vibo Valentia) focused on the inclusion in the school and the community of unaccompanied foreign minors. The secondary school Liceo Scientifico e Musicale “Attilio Bertolucci” (Parma) has implemented an environmental SL process with the aim of analyzing the characteristics of the waters of the river near Parma. A network of partners composed by 3 secondary schools, the University of Parma, the Cariparma Foundation, a start-up company and a Fab Lab has been directly involved into the project. The secondary school ISI “Sandro Pertini” (Lucca) has realized a SL process for the enhancement of the city of Lucca cultural heritage; it is based on the re-opening of the Municipality tourist information point (“Pertini Tourist Info Point”), that had been closed in the past for lack of funds. The SL experience started from the collaboration among the school, the Municipality, a banking foundation and a tourist guide association.

The experiences highlighted that SL has transformed the lecture-based model, mainly based on the frontal lesson, by introducing active teaching and learning practices ([6], [7]) in each of the five phases of the SL process ([3]) as summarized below:
Phase 1: Investigation (identification of the theme): Brainstorming; Circle time.
Phase 2: Analysis of theme with students: Cooperative learning; Debate; Students’ presentation; interaction with experts.
Phase 3: Planning of the activities: Cooperative learning; Mentoring.
Phase 4: Learning by doing; Observation; Laboratory-based practices; peer to peer; outdoor activities.
Phase 5: Demonstration: Students’ presentation; Debate.

Furthermore, the multiple case study pointed out that when a SL approach is correctly implemented according to the quality standards, the global citizenship ([8]) can really become a background integrating the curriculum and the disciplines, as recommended by the Italian Ministry of Education guidelines ([9], [10]).

Finally, results show that SL increases students’ motivation by actively involving students during the whole process, by relating concepts and skills to the ‘real-world” contexts, as well as promoting learning-by-doing and laboratory-based practices.

Keywords:

Service learning, multiple case study, teaching-learning practices, global citizenship.