Potential Abstract: This research study explores the integration of pragmatist philosophy, concept mapping techniques, and service learning pedagogy within the context of education. Grounded in the belief that knowledge is constructed through action and reflection, the study adopts a stigmergic approach to praxis, emphasizing the importance of collaboration, iteration, and emergent knowledge creation. Drawing on principles of pragmatism, the research seeks to investigate how concept mapping can be utilized as a tool for facilitating meaningful learning experiences in service learning projects.
The study will involve a mixed-methods research design, including qualitative analysis of student reflections and artifacts, as well as quantitative assessment of learning outcomes. Data will be collected through student surveys, interviews, and concept maps created by participants. By examining the ways in which students engage with concept maps to make sense of their service learning experiences, the research aims to uncover the underlying mechanisms that contribute to deep learning and transformative knowledge construction.
The findings of this study have the potential to inform educators and researchers on the effective use of concept mapping in service learning contexts, shedding light on the role of stigmergy in promoting collaborative knowledge creation and reflective praxis. By bridging the gap between theory and practice, this research contributes to the growing body of literature on innovative pedagogical approaches that empower students to become active agents in their own learning process.
Potential References:
- Pragmatism as a teaching philosophy in the safety sciences: A higher education pedagogy perspective
- Theoretical foundations for international service-learning.
- Pragmatism as a philosophy of science: A tool for public administration
- Writing Partnerships: Service-Learning in Composition.
- The’theoretical foundations’ of community service-learning: From taproots to rhizomes
