A traditional approach to teaching often does not impart to learners how to be actively involved in learning or how to critically think about their learning. Alternative approaches to teaching need to look at important constructivistic assumptions from the sociocultural perspective in psychology. Involving students in a social activity, such as service-learning, can help them to construct knowledge rather than simply be a receiver of information. Integrating service-learning into the learning of developmental and applied psychology courses are used to demonstrate how the process of 'thinking through content' is enhanced for students participating in service-learning.
Introduction: The Role of Praxis to Learning to Think through Content
Sociocultural Theory‘s View of Why Practical Experience is Important to Learning to Think through Content
Articulating Course Objectives by Assigning Service-Learning
Concluding Remarks and Directions for Empirical Research