School-based teaching for democracy: A systematic review of teaching methods in quantitative intervention studies

Teegelbeckers, Jip Y.; Nieuwelink, Hessel; Oostdam, Ron

doi:10.1016/j.edurev.2023.100511

Cited by 4 publications

(2 citation statements)

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“…Reviews of the effects of citizenship education have pointed to the effects of embedding citizenship education in the curriculum on students’ development (Campbell, 2019; Geboers et al, 2013; Teegelbeckers et al, 2023). Longitudinal research on the effects of citizenship education in England has shown that the extent to which students experience having been taught citizenship education is a robust predictor of their citizenship competences (Keating et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies on citizenship education have shown that for citizenship education to be effective in fostering students’ critical-democratic citizenship competences, they must be given opportunities to practice in the classroom, to reflect on what they learn and to be able to make sense of what they learn through active, experience-based ways of learning (Donbavand and Hoskins, 2021; Knowles et al, 2018; Reichert and Print, 2018; Teegelbeckers et al, 2023; Willeck and Mendelberg, 2022). This includes a key element of Self-Determination Theory (SDT), namely the need for autonomy, which concerns experiencing free choice and free will, rather than feeling constrained and forced to participate in an activity (Deci and Ryan, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Critical-democratic citizenship in Dutch tertiary vocational education: Analyzing opportunities for growth

Coopmans,

van der Veen,

Daas

2023

Citizenship, Social and Economics Education

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Previous studies suggest that secondary school students in vocational tracks receive fewer opportunities to practice with critical-democratic citizenship than students in academic tracks. Less is known about the role of critical-democratic citizenship education in tertiary vocational education and training (VET). Utilizing questionnaire data collected in 2021 amongst 350 Dutch VET students, a structural equation model was constructed in which we conjointly studied to what extent differences in students’ attitudes towards societal awareness and sound opinion forming are associated with 1) students’ experiences regarding the curriculum content, 2) openness of the classroom climate for discussion, 3) autonomy and structure provided by the teacher and 4) intrinsic value of the experienced citizenship education. This latter element was found to be especially relevant, as it was associated with both societal awareness and sound opinion forming, whereas classroom climate played only a minor role. Students’ societal awareness was also associated with both the experienced curriculum content and the autonomy and structure offered by the teacher. These results offer important practical implications to further improve opportunities for critical-democratic citizenship in VET.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Critical-democratic citizenship in Dutch tertiary vocational education: Analyzing opportunities for growth

Coopmans,

van der Veen,

Daas

2023

Citizenship, Social and Economics Education

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Classroom emotions in civic education: A multilevel approach to antecedents and effects

Graf,

Stempfer,

Muis

et al. 2024

Learning and Instruction

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Examining the Effects of Project and Resource-Based Teaching Methods on Social Intelligence, Metacognitive Thinking and Academic Achievement

GÜNDÜZALP,

GÖKTAŞ

2024

Participatory Educational Research

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This study aimed to reveal the effects of project- and resource-based teaching methods on student teachers' social intelligence, metacognitive thinking skills, and academic achievements. A pretest-posttest control group design, a quasi-experimental method, was used in the study. The study used the purposeful sampling method to determine the study group. The study group consists of four different groups. The study analyzed the collected data by MANOVA and paired samples t-test. The findings obtained from the study showed that there was a significant difference in terms of metacognitive thinking skills and academic achievement between the groups to which different teaching methods were applied. In the study, it was understood that the group to which PBTM was applied was more successful than the other groups in terms of metacognitive thinking skills and academic achievements. It was observed that there was a significant difference between the pre-test and post-test scores regarding the metacognitive thinking skills and academic achievement of the group to which PBTM was applied. On the other hand, it was determined that there was no significant difference in terms of the scores regarding social intelligence levels between the groups to which different teaching methods were applied in the study. It was observed that there was no significant difference between the social intelligence variable pre-test and post-test scores of the groups. In conclusion, the study revealed that different teaching methods used in lessons affected students' social intelligence, metacognitive thinking and academic achievement at different levels.

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School-based teaching for democracy: A systematic review of teaching methods in quantitative intervention studies

Cited by 4 publications

References 84 publications

Critical-democratic citizenship in Dutch tertiary vocational education: Analyzing opportunities for growth

Critical-democratic citizenship in Dutch tertiary vocational education: Analyzing opportunities for growth

Classroom emotions in civic education: A multilevel approach to antecedents and effects

Examining the Effects of Project and Resource-Based Teaching Methods on Social Intelligence, Metacognitive Thinking and Academic Achievement

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