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Two instructional designs for dialogic citizenship education: an effect study.
Jaap Schuitema1, Wiel Veugelers, Gert Rijlaarsdam
1Universiteit van Amsterdam, Amsterdam, The Netherlands. j.a.schuitema@uva.nl
The British Journal of Educational Psychology
|February 20, 2009
Summary
Dialogic citizenship education in history classes improves students' ability to justify opinions on moral issues. Incorporating more group work enhances this effect, making it more effective than whole-class teaching for fostering deeper understanding.
Area of Science:
- Education
- Civic Education
- Pedagogy
Background:
- Limited empirical research exists on effective methods for implementing citizenship education in classrooms.
- Dialogue is recognized as a critical component of citizenship education, yet its practical application remains under-researched.
Purpose of the Study:
- To investigate the integration of citizenship education within history classes.
- To assess the impact of a dialogic approach on students' moral reasoning and opinion justification.
Main Methods:
- Two curriculum units promoting dialogic citizenship education were implemented with 482 eighth-grade students.
- Student essays on moral issues were used to evaluate their ability to justify opinions.
- Effectiveness was compared between dialogic approaches (varying group work) and regular history instruction.
Main Results:
- Students in dialogic citizenship education classes demonstrated superior ability in justifying opinions compared to those in regular history classes.
- A greater emphasis on group work within the dialogic approach correlated with improved opinion justification.
Conclusions:
- Integrating dialogic citizenship education into history curricula enhances students' capacity for forming well-reasoned opinions on moral topics.
- Group work appears to be a more effective pedagogical strategy for facilitating dialogue in citizenship education than whole-class teaching.
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