Thinking As Engaged Citizens: A Civic Science Approach to Foster Elementary Students’ Informed Civic Decision-Making

• In Event: Learning to Use Science to Build Just and Sustainable Futures

Abstract

This study aims to examine the efficacy of a Civic Science Education (CSE) program designed to integrate civic learning into science education. Conducted in three sixth-grade classrooms, the study assessed students’ civic decision-making before and after the program (N = 69) and further analyzed teachers’ implementation to better explain students’ learning outcomes. Quantitative results show significant improvements in students’ sufficiency, feasibility, and civic awareness of proposed decisions, with significant class-level differences observed in sufficiency and civic awareness. Qualitative analysis of classroom videos revealed that more student-centered, deliberative teaching may foster deeper engagement and greater learning outcomes. Findings demonstrate the potential of civic-scientific integration in elementary education to prepare engaged, informed citizens and call for supporting student-centered, deliberative teaching.

Authors

• wenxiang lu, The Ohio State University

• Kevin Fulton, The Ohio State University

• Gukyeong Eom, The Ohio State University

• Tzu-Jung Lin, The Ohio State University

• Li-Ching Hung, National Taiwan Normal University

• Michael Glassman, The Ohio State University

• Eric M. Anderman, The Ohio State University