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O impacto da metodologia aprendizagem-serviço em estudantes de psicologia numa universidade portuguesa
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Orientador(es)
Resumo(s)
A Aprendizagem-Serviço (ApS) é uma metodologia de ensino que apoia a consolidação dos conhecimentos adquiridos em sala de aula através da aplicação prática em contexto comunitário. Este estudo, desenvolvido numa universidade portuguesa, avaliou o impacto de duas experiências de ApS em estudantes do 3.º ano da licenciatura em Psicologia (Grupo Experimental: GE1 = 27; GE2 = 24), por comparação com um Grupo de Controlo constituído por estudantes de 1.º e 2.º ano (GC = 45), através da avaliação pré e pós-teste. Os resultados quantitativos identificaram diferenças do pré para o pós-teste nos GE, no que concerne a expectativas/valorização face à experiência de ApS, no sentido de um aumento. Verificou-se ainda, no GE1, uma diminuição na dimensão desenvolvimento pessoal dos objetivos de vida. No pós-teste, o GC apresentou resultados mais favoráveis do que os GE em subescalas relativas às expectativas face à experiência de ApS (GE)/aprendizagem em unidades curriculares (GC), nomeadamente a nível pessoal e de justiça social. Os resultados qualitativos confirmaram que esta experiência teve um impacto positivo, salientando-se a relevância da metodologia para si e para os outros, e os efeitos no propósito de vida (felicidade, sucesso, realização). Os participantes destacaram o significado pessoal e profissional da experiência, nomeadamente ao nível do autoconhecimento, inspiração e definição de futuras áreas de intervenção. Este estudo reforça a relevância da implementação da ApS em diversas ofertas formativas, associada a novos estudos que possibilitem uma avaliação holística do seu impacto, abrangendo não apenas os estudantes, mas também os docentes e as comunidades envolvidas.
Service-Learning (SL) is a teaching methodology that supports the consolidation of knowledge acquired in the classroom through practical application in community contexts. This study, conducted at a Portuguese university, evaluated the impact of two SL experiences on third-year Psychology undergraduate students (Experimental Group: EG1 = 27; EG2 = 24), compared to a Control Group consisting of first and second-year students (CG = 45), using pre- and post-test assessments. Quantitative results identified differences from pre- to post-test in the EG regarding expectations and valuation of the SL experience, showing an increase. A decrease was also observed in EG1 concerning the personal development dimension of life goals. In the post-test, the CG presented more favorable results than the EG in subscales related to expectations regarding the SL experience (EG) and learning in curricular units (CG), specifically at personal and social justice levels. Qualitative results confirmed that this experience had a positive impact, particularly highlighting aspects related to the relevance of the methodology for oneself and others, as well as its effects on life purpose in terms of happiness, success, and fulfillment. Participants emphasized the personal and professional significance of the experience, namely regarding the possibility of self-knowledge, inspiration, and the definition of future intervention areas. This study reinforces the relevance of implementing this methodology in more educational offerings, associated with new studies that allow for a holistic evaluation of its impact not only on students but also on faculty and the target audiences involved.
Service-Learning (SL) is a teaching methodology that supports the consolidation of knowledge acquired in the classroom through practical application in community contexts. This study, conducted at a Portuguese university, evaluated the impact of two SL experiences on third-year Psychology undergraduate students (Experimental Group: EG1 = 27; EG2 = 24), compared to a Control Group consisting of first and second-year students (CG = 45), using pre- and post-test assessments. Quantitative results identified differences from pre- to post-test in the EG regarding expectations and valuation of the SL experience, showing an increase. A decrease was also observed in EG1 concerning the personal development dimension of life goals. In the post-test, the CG presented more favorable results than the EG in subscales related to expectations regarding the SL experience (EG) and learning in curricular units (CG), specifically at personal and social justice levels. Qualitative results confirmed that this experience had a positive impact, particularly highlighting aspects related to the relevance of the methodology for oneself and others, as well as its effects on life purpose in terms of happiness, success, and fulfillment. Participants emphasized the personal and professional significance of the experience, namely regarding the possibility of self-knowledge, inspiration, and the definition of future intervention areas. This study reinforces the relevance of implementing this methodology in more educational offerings, associated with new studies that allow for a holistic evaluation of its impact not only on students but also on faculty and the target audiences involved.
Descrição
Palavras-chave
Aprendizagem-serviço Metodologia de ensino Ensino superior Estudantes de psicologia Service-learning Teaching methodology Higher education Psychology students
Contexto Educativo
Citação
Editora
Center for Research in Education, Institute of Education of the University of Minho