<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582024000100067</article-id>
<article-id pub-id-type="doi">10.15359/ree.28-1.17347</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje-servicio en una carrera de agronomía: Acción y reflexión en un curso en comunidades rurales de Costa Rica]]></article-title>
<article-title xml:lang="en"><![CDATA[Service learning in agronomy: Actions and reflection in a course conducted in rural communities in Costa Rica]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem-serviço em uma carreira de agronomia: ação e reflexão em um curso em comunidades rurais da Costa Rica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mazzola]]></surname>
<given-names><![CDATA[Julieta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad EARTH  ]]></institution>
<addr-line><![CDATA[Guácimo ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>1</numero>
<fpage>67</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582024000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582024000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582024000100067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  En este artículo se evalúa el curso Escenario Comunidad/Experiencia de Trabajo de la carrera de agronomía considerando los elementos fundamentales de la estrategia de aprendizaje-servicio y se analizan los principales aprendizajes valorados por el estudiantado·durante su experiencia comunitaria.  Metodología.  Se trata de un estudio cualitativo, un estudio de caso con carácter descriptivo que examina el curso bajo el modelo de aprendizaje-servicio, analizando la integración en el currículum universitario, la organización, el fomento de la responsabilidad cívica, el trabajo de campo para satisfacer las necesidades comunitarias y las actividades de reflexión (United States Congress, 1990). Para abordar los aprendizajes valorados por el estudiantado, se utilizó la técnica de observación documental aplicando una herramienta de reflexión que recogió los aprendizajes listados por un grupo de 38 estudiantes; los aprendizajes fueron analizados a la luz de tres dominios: el cognitivo, el conductual y el afectivo (Knight-McKenna et al., 2018).  Hallazgos y conclusiones.  En el Escenario Comunidad se observan los elementos principales del aprendizaje-servicio, cuenta con algunas fortalezas en temas de organización académica, reflexiones y algunas posibilidades de mejora. El grupo de estudiantes participante valora aprendizajes en el dominio afectivo, luego conductual y finalmente cognitivo; entre los aprendizajes más resaltados se encuentran los conocimientos técnicos, las relaciones interpersonales y los conocimientos de las condiciones sociales y del contexto.  Recomendaciones.  Se recomienda seguir estudiando la incidencia de este curso y otros basados en comunidad en los aprendizajes estudiantiles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This article examines the Agronomy major course Community Scenario (Work Experience Course), considering the fundamental elements of the service-learning strategy. It also analyzes the primary learnings that students value during their community experience.  Methodology.  This qualitative study adopts a descriptive case study approach that examines the course under the service-learning model. It analyzes the integration of the course into the university curriculum, the organization, the promotion of civic responsibility, fieldwork to meet community needs, and reflection activities (United States Congress, 1990). To address the learnings valued by the students, the documentary observation technique was used. A reflection tool was employed to collect the learnings identified by a group of 38 students. The learnings were subsequently analyzed with a focus on three domains: cognitive, behavioral, and affective (Knight-McKenna et al., 2018).  Findings and conclusions.  The community scenario reveals the presence of the key components of service learning. It exhibits certain strengths in terms of academic organization and reflection and areas with potential for improvement. The participating students value learnings in the affective domain, followed by the behavioral domain, and finally the cognitive domain. Noteworthy learnings include technical knowledge, interpersonal relationships, and knowledge of social conditions and context.  Recommendations.  It is recommended to continue studying the impact of this course and other community-based courses on student learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Este artigo avalia o curso de Cenário Comunidade/Experiência de Trabalho na carreira agronômica, considerando os elementos fundamentais da estratégia de aprendizagem-serviço, e analisa os principais aprendizados valorizados pelos alunos durante a experiência comunitária.  Metodologia.  Trata-se de um estudo qualitativo, com delineamento de estudo de caso descritivo, que examina o curso sob o modelo da aprendizagem-serviço. O estudo analisa a integração no currículo universitário, a organização, promoção da responsabilidade cívica, o trabalho de campo para atender às necessidades das comunidades e as atividades de reflexão (United States Congress, 1990). Para abordar os aprendizados avaliados pelos alunos, a técnica de observação documental foi utilizada por meio da aplicação de um instrumento de reflexão que permitiu coletar os aprendizados elencados por um grupo de 38 alunos. Posteriormente, esses aprendizados foram analisados sob três domínios: cognitivo, comportamental e afetivo (Knight-McKenna, et al., 2018).  Descobertas e conclusões.  O Cenário Comunitário analisa os principais componentes da aprendizagem-serviço, tem alguns pontos fortes em termos de organização académica e reflexões e algumas possibilidades de melhoria. O grupo de alunos participantes valoriza principalmente a aprendizagem no domínio afetivo, depois comportamental e, finalmente, cognitivo. Entre as aprendizagens mais marcantes estão o conhecimento técnico, as relações interpessoais e o conhecimento das condições e do contexto de trabalho.  Recomendações.  Recomenda-se continuar estudando o impacto deste curso e de outros cursos baseados na comunidade na aprendizagem dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Agronomía]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje-servicio]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[ODS4 Educación de calidad]]></kwd>
<kwd lng="en"><![CDATA[Agronomy]]></kwd>
<kwd lng="en"><![CDATA[service-learning]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[ODS4 quality education]]></kwd>
<kwd lng="pt"><![CDATA[Agronomía]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem-serviço]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[ODS4 educação de qualidade.]]></kwd>
</kwd-group>
</article-meta>
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