Developing social and civic competence in secondary education through the implementation and evaluation of teaching units and educational environments

Abstract

Recent international research in social science teaching highlights difficulties adolescents face when constructing social and citizenship awareness, and their own identity. To shed more light on this process, the present study is framed in the context of social science classrooms, and more specifically around how social and civic competence is developed via particular teaching methodologies and specific learning environments in Spain. The focus is on the analysis of democratic citizenship, as it is commonly accepted in the theoretical and epistemological bases of social sciences that citizenship education is one of the aims of the educational system. The objective of this study is to evaluate the effects of implementing two teaching units on the development of social and civic competence among 110 students in five secondary and high schools in Catalonia. A qualitative observational method is used to identify, describe and analyze the implementation and effects of both teaching units on a hermeneuticinterpretative basis. An ethnographic perspective is used to obtain accounts of education professionals and students. In addition, 19 field notes are analyzed using QSRNVIVO 12 software on two dimensions: citizenship and classroom climate. There are two main findings: first, regarding the formative value of both sequences regarding democratic, active and critical citizenship; the second, regarding the importance of the classroom environment created for this purpose by designing ad hoc learning spaces using active methodologies to contribute to the development of active and responsible citizenship. The conclusions highlight two important issues. The subject of History in secondary education should be vindicated as a key instrument to build democratic awareness, based on the skills of active and critical citizenship. Furthermore, there is a relationship between the development of critical and active citizenship and the creation of learning environments that foster reflection, analysis, interpretation and dialog. The implications of this study pose an important challenge for the study of social sciences. Initial teacher training methodology and syllabi should be reviewed, the importance of the Humanities in our society should be defended, and classrooms and schools should be democratized to promote active participation in citizenship education.

School Inquiry in Secondary Education: The Experience of the Fiesta de la Historia Youth Congress in Seville

“…For Hess (2009), controversy, debate, and discussion are the most powerful strategies with which to generate an education for an aware citizenship. The research study of Fuentes-Moreno et al (2020) corroborates these ideas. Based on the design and implementation of five didactic units with the common denominator of working on social problems for the development of civic competence, those authors used teaching methods based on a challenge or question, analysis of sources, and applying the hypothetical-deductive method.…”

“…There is no room for doubt that the teacher is vital to generating rich and meaningful historical experiences for their pupils by making them aware of the sources and of the diversity of historical perspectives (Meneses et al 2019). Similarly, for teachers to be able to put into practice those historical experiences which foster citizenship among their pupils, it is vital that they develop these competencies in themselves (Tichnor-Wagner et al 2016). Fuentes-Moreno et al (2020 concluded that teachers fulfil a fundamental role in the promotion of citizenship education in their classes through the teaching of social sciences, since their role is fundamental in the choice of both content and work methods, as well as in generating learning environments that favor participatory processes.…”

Teacher training in heritage education: good practices for citizenship education

“…Thus, Estepa and Travé (2012), in the case of teachers in initial training for primary education, examined how working with the research area of current and historical societies, under criteria similar to those set out in the HETEIC project 1 , greatly contributes to professional development and didactic and social transformation, as well as improvement of the school environment. Fuentes et al (2020), presented a study in which they verified the relevance of working with active, dynamic, and participatory methodologies in the initial training of teachers, with a review of the key contents under study, to promote change in the teachinglearning processes, aimed at education for democratic citizenship. This necessary preparation of future teachers for civic and democratic training has been evidenced in various works, among which we can cite those of Darling-Hammond and Bransford (2005), Leenders et al (2008), Hauver (2010), Molina et al (2013), Poce et al (2018).…”

Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools

“…However, these mostly rely on generic didactic examples instead of responding to cultural or local diversity. A sense of belonging and knowledge of the local area can contribute to acquiring social and civic competences and forming critical citizenship [46,47]. Furthermore, local heritage is also seen as a fundamental pillar in developing historical thinking.…”