What is learning in service-learning? The question was put forward decades ago but has not been answered clearly in the international context. Focused on this important issue, we conducted a series of studies with mixed method approach. We surveyed 844 college students and 6203 middle school students respectively in mainland China. Results indicated that most students had some experience of service activities. However, the quality of such practice was not satisfying in the aspects of duration, intensity and link to curriculum. Based on the above investigation, we conducted a service-learning program through the course of Psychology of Learning for undergraduate students of Psychology Department in Beijing Normal University. The instructor, together with teaching assistants who had rich experience on special education, gave a two hour lecture in class each week and guided students to interact with special children (the mentally retarded, autism) in groups at weekend during one semester. Following the basic procedure of service-learning, students were encouraged to apply what they learned in classroom to the service practice and to reflect the effectiveness of their behavior modification plans for special children as well as their own thoughts, feelings and behaviors during interactive process. Especially, students were asked to think critically about issues on inclusion, welfare and social support for special children and their families. Students received feedbacks on their reflection journals and discussions after every service practice. This program had been conducted for about 3 semesters successively in BNU and more than 200 undergraduate students engaged in it. Data were collected and analyzed from interactive video, group discussion and focused group interview, self-report surveys, reflection journals and feedbacks from parents of special children. In general, the program had great effects on students’ attitude to special children and their families. Students showed significant change from unconcerned, wondering, sympathetic, or credit-driven at the beginning to caring, patient, empathetic, and problem-solving driven at the end of service practice. Results also indicated that service-learning improved students’ higher cognitive abilities such as transfer abilities of problem solving, critical thinking and students’ academic expertise, such as Applied Behavior Analysis skills.
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