The intersection of perceptions of classroom openness with civic engagement among young urban adolescents in science classroom

IF 1.7 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Applied Developmental Science Pub Date : 2021-12-10 DOI:10.1080/10888691.2021.2007769

M. G. Wui, Jie Zhang, J. Relyea, S. Wong, R. Nam

引用次数: 0

Abstract

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.

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城市青少年在科学课堂中对课堂开放与公民参与的认知

摘要本研究考察了学生对课堂开放性和个人特征的看法与公民参与的关系。调查数据包括学生对课堂开放性的感知，这表明了课堂上社会和政治讨论的感知水平，以及性别、科学参与度和英语学习者（EL）地位等个人特征，这些数据是在一所城市中学六年级的科学课堂上收集的。公民参与是通过个人负责和参与型公民身份来衡量的。分层线性回归的结果表明，在控制了个人特征后，学生对课堂开放性的感知独特地预测了个人负责的公民，而不是参与性公民。科学参与度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启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Developmental Science PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

12.00

自引率

2.60%

发文量

期刊介绍： The focus of this multidisciplinary journal is the synthesis of research and application to promote positive development across the life span and across the globe. The journal publishes research that generates descriptive and explanatory knowledge about dynamic and reciprocal person-environment interactions essential to informed public dialogue, social policy, and preventive and development optimizing interventions. This includes research relevant to the development of individuals and social systems across the life span -- including the wide range of familial, biological, societal, cultural, physical, ecological, political and historical settings of human development.