In this article, we present the results of a cluster-randomized trial of an inquiry-based science curriculum conducted in grades 6–8 with 551 students in 13 schools. The intervention integrates science and civics instruction in a unit about community and family water conservation. The intervention also includes teacher professional development and technology-based tools to support instruction. We examined effects in science and civics, finding that student engagement in both areas was positively affected by the intervention. We argue that best practices in inquiry-based science instruction have value for students’ civic development and that the integration of science and civics in the classroom can enhance student outcomes in both fields.

中文翻译：

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培养公民科学家：基于探究的科学课程对 STEM 和公民参与的影响

在本文中，我们展示了在 6-8 年级对 13 所学校的 551 名学生进行的基于探究的科学课程的整群随机试验的结果。该干预将科学和公民教学整合到一个关于社区和家庭节水的单元中。干预还包括教师专业发展和基于技术的工具来支持教学。我们检查了科学和公民方面的影响，发现干预对学生在这两个领域的参与产生了积极影响。我们认为，基于探究的科学教学的最佳实践对学生的公民发展具有价值，并且课堂中科学与公民的整合可以提高学生在这两个领域的成果。