Abstract
The body of literature connecting science education and citizenship is growing, through the lens, for example, of science, technology, society and environment (STSE) education. The case study highlighted here explores ways in which students in a seventh-grade science class used studies of waste management to engage in active citizenship. In our analyses of their action projects, we suggest that students formed new connections between science education and citizenship. Through personal changes they appeared to undergo, it seemed that they gained recognition of the impact that an individual can have on the well-being of self, society, and environment. Factors influencing their personal changes, including changes in their science literacy and self-efficacy beliefs, indicate directions for possible expansion studies of interactions between science and citizenship education.
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