Abstract

This study examined the extent to which student perceptions of classroom openness and personal characteristics were associated with civic engagement. Survey data including student perceptions of classroom openness, which indicates perceived levels of social and political discussions in the classroom, and personal characteristics such as gender, science engagement, and English Learner (EL) status were collected in 6th-grade science classrooms in an urban intermediate school. Civic engagement was measured using the personally responsible and participatory types of citizenship. Results from hierarchical linear regressions showed that student perceptions of classroom openness uniquely predicted the personally responsible citizen but not participatory citizen after controlling for personal characteristics. Science engagement and gender were significant predictors of both citizenship types. Implications for civic education for middle school science classrooms were discussed. 

摘要

本研究调查了学生对课堂开放性和个人特征的看法与公民参与的关联程度。调查数据包括学生对课堂开放性的看法，表明课堂上社会和政治讨论的感知水平，以及性别、科学参与和英语学习者 (EL) 状态等个人特征，这些数据是在城市的六年级科学教室收集的中学。公民参与是使用个人负责和参与类型的公民来衡量的。层次线性回归的结果表明，在控制个人特征后，学生对课堂开放性的看法唯一地预测了个人负责的公民而不是参与性公民。科学参与和性别是两种公民类型的重要预测因素。讨论了公民教育对中学科学课堂的影响。