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Reflecting on reflection: capitalizing on the learning in intergenerational service-learning
1Gerontology Program, Saint Cloud State University, Minnesota 56301-4498, USA. Karasik@stcloudstate.edu
Gerontology & Geriatrics Education
|February 1, 2013
Summary
Intergenerational service-learning in gerontology education requires critical reflection for deeper student learning. Educators
Area of Science:
- Gerontology and Geriatrics Education
Background:
- Intergenerational service-learning (ISL) is a key pedagogical approach in gerontology and geriatrics.
- While ISL offers numerous benefits, critical reflection is crucial for maximizing student learning outcomes.
- Further investigation into effective reflection strategies is needed to enhance ISL's positive impacts.
Purpose of the Study:
- To examine essential elements for effective service-learning reflection.
- To report on a survey of gerontology and geriatric educators' experiences with ISL and reflection practices.
- To understand the variability in ISL reflection activities within aging courses.
Main Methods:
- Survey of 142 gerontology and geriatric educators.
- Analysis of educators' experiences with intergenerational service-learning.
- Inquiry into the use of specific reflection practices in aging courses.
Main Results:
- Significant variation exists in the types and implementation of service-learning reflection activities in aging courses.
- Educators report diverse experiences with intergenerational service-learning.
- The study highlights the varied use of reflection practices among educators.
Conclusions:
- The implementation of reflection activities in intergenerational service-learning varies widely.
- Understanding and enhancing reflection practices are vital for optimizing ISL in gerontology education.
- The benefits and challenges associated with service-learning reflection warrant further discussion.
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