融入社會議題服務學習課程發展歷程與學習成果之研究

本研究旨在探究學生參與融入社會議題服務學習課程發展歷程經驗、服務機構的評估與學習成果之關係。研究對象為2013 年選修一所公立大學開設課程的學生，共41 名；研究工具包括課程發展歷程、學習成果等量表；並以質性分析學生的反思心得與服務日誌等資料。結果發現：（一）學生參與服務學習發展歷程的經驗中，引導反思與慶賀分享對於各項學習成果有顯著影響，所有變項對於各項學習成果的解釋力由60%至67%。至於機構評估對於各項學習成果沒有顯著影響。（二）質性分析結果包括：1.看到服務對象問題背後的結構因素；2. 打破舊有思考框架；3.從挫折中學習解決問題；4.服務後產生承諾與使命感；5.服務學習課程應完整規劃。歸納研究結果提出建議，期能提供相關教育人員提升服務學習課程與方案品質及學習成果之參考。

This study investigated the relationships among developmental process of service-learning, agency evaluation, and college students’ learning outcomes in a service-learning course. The research adopted quantitative and qualitative assessments to examine the learning outcomes and the possible factors related. The 41 participants, 7 males and 34 females, were the college students who attended the course during the 2012 academic year. The research tool, a questionnaire, included items of the quality of course practice, study outcomes, and the agency evaluation. In addition, student reflections and service journals were also collected during the course. The results turning out include: (a) In quality of course practice, “reflection” and “celebration” were the significant predictors for all learning outcome with an explanatory power ranging from 60% to 67%. However, the agency evaluation has no significant effect on any outcomes. (b) From the qualitative analysis, five topics emerged include: 1. Students noticing the reasons behind the problems of people being served; 2. Students being freed from their traditional thoughts; and 3. Students learning a problem-solving skill after getting frustrated; 4. Students generating commitments and a sense of mission towards the learning-service; 5. realizing a devotion required for the service. These could be referred to for a better teaching in the future when a similar course gets conducted.