A Social Constructivist Approach to Cultivating Civic Reasoning and Decision Making

• In Event: AERA Roundtable Session 11
  In Roundtable Session: Innovations and Possibilities in Social Studies Instruction

Abstract

The present study examines the effectiveness of a three-unit digital social studies curriculum in cultivating elementary students’ civic reasoning and decision making during the pandemic year. Eighty-seven students participated in dialogue-rich activities to collectively resolve critical civic issues. Pre-post changes in civic reasoning and decision making were assessed using an argumentative essay task. Results showed positive changes in three areas of civic reasoning and decision making: ethics of care, claim-evidence integration, and argument-counterargument integration. No change was found in citizenship perspectives. The study provides pilot data that speak to the promise of the social constructivist approach in enhancing civic education and to buffer against the negative influence of educational disruption caused by the pandemic.

Authors

• Tzu-Jung Lin, The Ohio State University

• Michael Glassman, The Ohio State University

• Ziye Wen, The Ohio State University

• Shantanu Tilak, The Ohio State University

• Julie Parrot

• Saetbyul Kim, The Ohio State University - Columbus

• Minxuan Hong, The Ohio State University - Columbus