106 13 4 301-323
302 2009 2007 2009 2007 Dewey 1960 1970 1964 1967
303 1994 2008 2007 2008 2001 2003 2006 2007 2007 7 2013 2007 2009 2009 2007 2009 2012 Kendall 1990 Jacoby 1996 Sigmon 1996 1 2 3 20062000 Jacoby 1996 2008 2010 2008 Jacoby, 1996 Eyler & Giles, 1999
304 Fertman G. P. White L. J. White 1996 1 preparation 2 service 3 reflection 4 celebration 2014 2010 2014 2014 2012 2012 2003 2006 2007 2010 Bernadowski, Perry, & Del Greco 2013 2012 2014 2015 Lake & Jones, 2008 Nelson 2013 2015 2012 2012
305 2006 2011 2008
306 2010 2010 1 1 01 02 01 02 01 01 02 02 01 01 02 02 01-02 - 01 02 01 02 01 / / 02 / 02 - / 02 01 01 02 02 01 01 02 02
307 1. 2. 2 DIY 2 1. 2. 1. 2. 1. 2. DIY 1. 2. 1. 2. 3.
308 1. 2. 3. 1. 2. 3. 1. 2. 3. 3. 4. 5. 1. 60 2. 3.
309 1. = 5 = 4 = 3 = 2 = 1 2. Fertman G. P. White L. J. White 1996 3
310 3 01 02 DIY 3W What So What Now What ~ ~ 4F Fact Feeling Finding Future 4
311 4 01 02 4 6 3W 4F 33.3% 10% 02 5
312 5 1. 1. 1 2 3? 1 4 2 3 4? 2. 2. 1 1. 2 3 3. 3. 2. 1 1 2 2 * 3. * * * * * * * * * 3 01-001 01-002
313 01-002 02 3W 4F 6 01-015 01-025 01-093 4.77 4.62 02-074 02-043 02-107 5 01-01 - 02 -
314 6 4.79.429 4.77.455 4.87.342 4.79.434 4.77.457 01 4.77.446 DIY 02 4.65.525 4.62.544 4.80.395 4.70.493 4.69.511 4.71.475 02-7 4.63 4.50 4.13 2012 2014 2015 Lake Jones 2008 Nelson 2013
315 7 4.63 4.25 01-02 - 02-01 - 02-7 4.38 4.50 4.25 2.88 01-02 - 7 4.50 4.50 01 -
316 7 4.38.518 4.50.535 4.13.354 4.38.744 4.00.756 3.88.835 4.25.707 3.88.354 4.63.518 4.25.463 4.50.535 4.50.535 4.00.756 3.88.641 4.25.707 4.25.707 / / 4.13.835 4.63.518 4.25.707 4.25.463 3.88.641 4.38.518 4.38.518 4.50.535 4.25.463 / / 4.25.707 / / 3.75.463 * / / 2.88 1.126 4.63.518 4.25.463 4.25.707 4.00.535 4.50.535 4.38.518 4.38.744 4.00.756 4.50.756 4.50.535 / / 4.50.535 / / 4.25.463 / / 4.13.641 4.13.641 4.00.756 4.25.707 4.00.756 4.25.707 4.13.835 4.25.886 4.38.744 / / 4.38.518 4.63.518 4.25.707 4.13.641 4.25.707 * 3.13 1.458 3.13 1.246 4.25.707 4.00.756 4.50.535 4.13.641 4.63.518 4.50.535
317 02-02 - 7 4.25 4.38 01-01 - 02-7 4.63 4.25 2013 2014 2006 2000 Jacoby 1996 02-02 -
318 02-7 4.50 4.50 01-02 - (01 - ) 2014 2014 2015
319 Kendall 1990 Jacoby 1996 Sigmon 1996 2007 2009 2012
320 104 (104-2815-C-159-020-H) 2010 2014 2012 (2013) 2007 4-5 2009 19-56 2008 57-87 2012 23 45-67 2003 6 3 43-65 2006 201238 1 163-187 2014 40 1 273-288 2012 9 113-129 2014 19 95-108 2011 7 117-128
321 2015 29 115-145 2010 8 1 185-232 2007 15 179-187 2000 2009 2008 http://handle.ncl.edu.tw/11296/ndltd/40843851736587858711 2012 11 2 41-68 2010 7 61-75 2013 2 2 86-89 2008 Bernadowski, C., Perry, R., & Del Greco R. (2013). Improving preservice teachers self-efficacy through service learning: Lessons learned. International Journal of Instruction, 6(2), 67-86. Eyler, J., & Giles, D. E. (1999). Where s the learning in service-learning? San Francisco, CA: Jossey-Bass. Fertman, C. I., White, G. P., & White, L. J. (1996). Service learning in the middle school: Building a culture of service. Columbus, OH: National Middle School Association. Jacoby, B. (1996). Service-Learning in Higher Education: Concept and Practice. San Francisco, CA: Jossey-Bass. Kendall, J. C. (1990). Introduction. In J. C. Kendall & Associates. (Eds.), Combining service and learning: A resource book of community and public service (pp. 1-33). Raleigh, NC: National Society for Internships and Experiential Education. Lake, V. E., & Jones, I. (2008). Service-learning in early childhood teacher education: Using service to put meaning back into learning. Teaching & Teacher Education, 24(8), 2146-2156. doi: 10.1016/j.tate.2008.05.003 Nelson, R. F. (2013). A model for using service-learning in teacher education programs. US-China Education Review, 3(1), 59-65.
322 Sigmon, R. L. (1996). The problem of definition in service-learning. In R. L. Sigmon & S. G. Pelletier (Eds.). Journey to service learning: Experiences from independent liberal arts colleges and universities (pp. 9-12). Washington, DC: Council of Independent Colleges. Lee-Chen Chen is an Assistant Professor of Department of Early Childhood Education and Care, Minghsin University of Science and Technology, Hsinchu, Taiwan. (Corresponding Author) Chun-Yi Li is a Student of Department of Early Childhood Education and Care, Minghsin University of Science and Technology, Hsinchu, Taiwan. 105 09 13 106 01 08 106 01 09
National Taiwan University of Science and Technology Journal of Liberal Arts and Social Sciences 2017, 13(4), 301-323 THE EFFECTS OF SERVICE-LEARNING ON EDUCARE COLLEGE STUDENTS FROM THE MUTUAL-BENEFITS PERSPECTIVE A CASE STUDY OF A ZOO-BASED EDUCATIONAL SERVICE PROGRAM Lee-Chen Chen Chun-Yi Li Department of Early Childhood Education and Care, Minghsin University of Science and Technology ABSTRACT In recent years, many students have participated in the service-learning programs being actively promoted by various universities, colleges and junior colleges. However, only a small number of these students have participated in the same kind of service-learning program twice, and educare college students are no exception. Therefore, in this study, adopting the mutual-benefits perspective, I designed eight animalthemed teaching activities combining nature exploration and artistic creation. Both qualitative and quantitative methods were used to analyze and compare the experience of the students who participated twice, including their perceptions of the service project and their learning gains. The results show that through their participation in the two programs the students gained a sense of professional competence and also became more motivated to participate in additional service-learning programs. In addition, these eight teaching activities received positive feedback from parent-child groups, confirming the mutual-benefits perspective of service and learning. Keywords: mutual-benefits perspective, educare college students, teaching activities combining nature and art, service-learning, effectiveness of service-learning programs