Understanding the Role of Service-Learning on Civic Engagement and Scientific Literacy

Abstract

Implementation of service-learning within courses may increase students’ overall attitudes towards themselves, their community, and their school and improve academic performance. The study aim was to understand students’ perceptions of prior civic engagement experiences and level of scientific literacy to gauge if participation in course-based service-learning impacted continual community engagement and improved scientific literacy. Students completed a pre- and post-assessment tool measuring their level of community engagement and scientific literacy administered in six courses. Results showed that service-learning did not negatively affect student perception of civic engagement. Students enrolled in service-based courses demonstrated significant improvement in their scientific literacy. Participation in service learning facilitates growth in scientific inquiry and civic engagement.