Patterns in the Civic Knowledge, Engagement, and Attitudes of European Adolescents: The IEA Civic Education Study

Torney‐Purta, Judith

doi:10.1111/1467-3435.00098

Cited by 104 publications

(111 citation statements)

References 14 publications

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“…Since then, the citizenship of students has been examined to enable profound understanding of the effects of schooling on citizenship (e.g. Cleaver et al 2005;Geboers et al 2012;Geijsel et al 2012;Ireland et al 2006;Schulz et al 2010;Torney-Purta 2002). In these empirical studies, citizenship is usually analyzed in terms of the specific knowledge, skills, attitudes and reflection which people need to adequately and responsibly participate in a democratic society.…”

Section: Introductionmentioning

confidence: 99%

Citizenship orientations and knowledge in primary and secondary education

et al. 2015

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Despite widespread attention to citizenship in educational practice, knowledge of the citizenship of students is still fragmented. We therefore present a comprehensive framework to integrate empirical data and theoretical insights into the citizenship of young people today. To develop and validate the framework, we conducted exploratory and confirmative factor analyses on measures of citizenship attitudes, skills, reflection and knowledge for a sample of 7,768 students in grades 5-9 from 38 Dutch primary and secondary schools. The results were cross-validated using a different sample of 15,940 students in primary and secondary education. We were able to distinguish four citizenship orientations among students (societal interest, prosocial ability, reflective thinking and assertiveness) and two domains of citizenship knowledge (societal knowledge and interpersonal knowledge). This framework can help with the large-scale, empirical evaluation of the effects of citizenship education and also guide schools in the formulation of educational goals to support the development of citizenship competences among students.

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Section: Introductionmentioning

confidence: 99%

Citizenship orientations and knowledge in primary and secondary education

et al. 2015

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“…Indeed, research on moral education has shown that classroom discussion on moral dilemmas can enhance students' levels of moral reasoning (Berkowitz et al 2008;Blatt and Kohlberg 1975;Nucci, Creane, and Powers 2015). In addition, there is a substantial body of literature that indicates that a classroom climate in which students feel encouraged to openly discuss political and social issues promotes civic knowledge (Schulz et al 2010;Torney-Purta 2002) and civic participation (Godfrey and Grayman 2014;Torney-Purta 2002), via an enhanced belief in their self-efficacy with regard to civic participation (Manganelli, Lucidi, and Alivernini 2015).…”

Section: Classroom Discussion In the Context Of Democratic Citizenshmentioning

confidence: 99%

Guiding classroom discussions for democratic citizenship education

Schuitema

Radstake

Pol

et al. 2017

Educational Studies

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Classroom discussion is frequently proposes as an essential part of democratic citizenship education. Literature, however, pays little attention to what kind of discussion is most effective and how teachers can facilitate a discussion. This study aims to contribute to the development of a framework for analysing the characteristics of classroom discussions and the different roles teachers can adopt in guiding a discussion on controversial issues. In addition, we investigated how the way teachers guide the discussion is related to the structure and content features of the discussion. The framework was used to analyse five classroom discussions in secondary education. Our framework appeared to be useful for revealing differences in the structure and content features of the classroom discussions and in the way teachers guide the discussion. The results also indicated that a high degree of teacher regulation was related to high content quality and more participation from students. A high degree of student regulation was linked to more genuine discussion among students. The study underlines the importance of taking account of the teacher's role in research into the effectiveness of classroom discussions for democratic citizenship education and the study makes useful suggestions for teachers when preparing for a classroom discussion.

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“…La formación para la ciudadanía es un proceso complejo y multifacético integrado en la cultura y los sistemas educativos de las democracias de Europa, que requiere la exploración de nuevos modelos educativos en muchos países (Torney-Purta, 2002). El destino de la UE reside en una generación de jóvenes que se mueven entre la atracción de los beneficios de la integración europea y el sentimiento de ser ignorados por las instituciones políticas que están distanciadas de sus necesidades e intereses (EACEA, 2013;Sloam, 2013Tsafos, 2006).…”

Section: Conclusionesunclassified

Qué sabe el alumnado de secundaria sobre la Unión Europea? Implicaciones para el aprendizaje

Vega

García

2017

RELIEVE

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(2017). ¿Qué sabe el alumnado de secundaria sobre la Unión Europea? Implicaciones para el aprendizaje. RELIEVE, 23(2), art. 6. doi: http://doi.org/10.7203/relieve.23.2.9572 Autor de contacto / Corresponding author Lidia E. Santana Vega. Dpto. de Didáctica e Investigación Educativa. Universidad de La Laguna (España).lsantana@ull.es │1¿Qué sabe el alumnado de secundaria sobre la Unión Europea? Implicaciones para el aprendizajeWhat do secondary school pupils know about the European Union? Implications for learning Santana-Vega, Lidia E. & Feliciano-García, LuisUniversidad de La Laguna (España) AbstractThe development of a European Dimension in Education is an objective linked to the construction of European identity and the exercise of active, responsible and critical citizenship. The paper analyzes the knowledge of Spanish Compulsory Secondary School pupils on topics regarding the European Union. The research involved 705 pupils from five secondary education centres in four Spanish regions. Twenty four item test was designed to examine the pupils' knowledge about: a) the European institutions, b) history of European cooperation, c) European citizenship, d) Europe in daily life, e) social and cultural identity and f) human rights and responsibilities. The results show that: a) 80.3% of the pupils only answered 14 items or less correctly; b) there were significant differences among pupils according to the year of study and the region, but a small size effect; c) pupils lack knowledge regarding "Europe in everyday life", "European Citizenship", "History of European cooperation" and "The European institutions". There is a discussion of the need to define a cross-curricular approach. Keywords: ResumenEl desarrollo de la Dimensión Europea en la Educación es un objetivo vinculado a la construcción de la identidad europea y al ejercicio de una ciudadanía activa crítica y responsable. El artículo analiza el conocimiento de los estudiantes de Educación Secundaria Obligatoria sobre la Unión Europea. En el estudio participaron 705 alumnos de cinco centros de educación secundaria obligatoria de cuatro comunidades autónomas españolas. Se diseñó una prueba de veinticuatro ítems sobre: a) las instituciones europeas, b) la historia de la cooperación europea, c) la ciudadanía Europea, d) Europa en la vida cotidiana, e) la identidad social y cultural, y f) derechos humanos y responsabilidades. Los resultados muestran que: a) el 80.3% de los alumnos contestaron correctamente catorce o menos ítems; b) existen diferencias significativas entre los alumnos en función del curso y de la comunidad autónoma, pero el tamaño del efectos es pequeño; c) los alumnos carecen de conocimientos sobre "Europa en la vida cotidiana", "la Ciudadanía Europea", "la Historia de la cooperación europea" y "las Instituciones europeas". Se discute la necesidad de diseñar una propuesta curricular transversal. Palabras clave:Educación para la ciudadanía; Educación secundaria; Test de conocimiento; Evaluación del alumnado; Dimensión Europea en la educación. E...

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Patterns in the Civic Knowledge, Engagement, and Attitudes of European Adolescents: The IEA Civic Education Study

Cited by 104 publications

References 14 publications

Citizenship orientations and knowledge in primary and secondary education

Citizenship orientations and knowledge in primary and secondary education

Guiding classroom discussions for democratic citizenship education

Qué sabe el alumnado de secundaria sobre la Unión Europea? Implicaciones para el aprendizaje

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