Citizenship Skills Research Articles

Controvérsias sociocientíficas: análise comparativa entre Brasil e Portugal

A discussão de controvérsias sociocientíficas é uma das estratégias didáticas que podem estimular o desenvolvimento da alfabetização científica. Mas, essa abordagem é utilizada da mesma forma e com os mesmos objetivos em diferentes contextos educacionais? Pensando nisto, este trabalho tem como objetivo analisar como as controvérsias sociocientíficas são abordadas nas pesquisas brasileiras e portuguesas, buscando identificar as semelhanças e diferenças dos dois contextos educacionais e de pesquisa. Os dados foram constituídos no Brasil e em Portugal, a partir do Catálogo de Teses e Dissertações da CAPES e do site do repositório do Instituto de Educação da Universidade de Lisboa, respectivamente. Os resultados mostram que os pesquisadores portugueses usam a discussão de controvérsias sociocientíficas, sobretudo, para desenvolver competências para a cidadania e ativismo. Já as investigações brasileiras têm como objetivo, principalmente, a aprendizagem dos conteúdos científicos. Isto pode estar relacionado com a menor qualidade da educação básica brasileira, por vários motivos, que vão desde as lacunas na formação dos professores até a pouca valorização da profissão docente.

Social agency and ecoliteracy: Seeds of change for teacher education in uncertain climate futures

In this article, we discuss the importance of developing the skills of ecological citizenship for teachers and students. In particular we consider how we can support teaching practice to develop the skills of social agency and ecoliteracy. We argue that these skills are essential for building teacher and student capabilities to co-create regenerative futures on a warming planet. In this discussion we reflect on our experiences as educators and researchers invested in place-based education, sustainability, climate justice research, democracy, and citizenship education. We highlight some of the tools and approaches that we have used in supporting both preservice teachers, and children, to learn these skills of ecological citizenship.

The Effectiveness of the Citizenship Skills Training on the Citizenship Rights Awareness and Practice on These Rights in the First-Grade Junior High School Students according to Law Thesis of Imam Sajjad (as)

The Effectiveness of the Citizenship Skills Training on the Citizenship Rights Awareness and Practice on These Rights in the First-Grade Junior High School Students according to Law Thesis of Imam Sajjad (as)

Developing social and civic competence in secondary education through the implementation and evaluation of teaching units and educational environments

Recent international research in social science teaching highlights difficulties adolescents face when constructing social and citizenship awareness, and their own identity. To shed more light on this process, the present study is framed in the context of social science classrooms, and more specifically around how social and civic competence is developed via particular teaching methodologies and specific learning environments in Spain. The focus is on the analysis of democratic citizenship, as it is commonly accepted in the theoretical and epistemological bases of social sciences that citizenship education is one of the aims of the educational system. The objective of this study is to evaluate the effects of implementing two teaching units on the development of social and civic competence among 110 students in five secondary and high schools in Catalonia. A qualitative observational method is used to identify, describe and analyze the implementation and effects of both teaching units on a hermeneutic-interpretative basis. An ethnographic perspective is used to obtain accounts of education professionals and students. In addition, 19 field notes are analyzed using QSRNVIVO 12 software on two dimensions: citizenship and classroom climate. There are two main findings: first, regarding the formative value of both sequences regarding democratic, active and critical citizenship; the second, regarding the importance of the classroom environment created for this purpose by designing ad hoc learning spaces using active methodologies to contribute to the development of active and responsible citizenship. The conclusions highlight two important issues. The subject of History in secondary education should be vindicated as a key instrument to build democratic awareness, based on the skills of active and critical citizenship. Furthermore, there is a relationship between the development of critical and active citizenship and the creation of learning environments that foster reflection, analysis, interpretation and dialog. The implications of this study pose an important challenge for the study of social sciences. Initial teacher training methodology and syllabi should be reviewed, the importance of the Humanities in our society should be defended, and classrooms and schools should be democratized to promote active participation in citizenship education.

Auxiliando dificuldades de aprendizagem apontadas por alunos do ensino médio por meio de objetos virtuais de aprendizagem

Objetos Virtuais de Aprendizagem (OVA) são tecnologias associadas ao conhecimento desenvolvidas para o ensino, objetivando a aprendizagem de determinado conteúdo. No estágio supervisionado desenvolveu-se um OVA site, centrando dificuldades dos alunos do 3º ano do E.M. de uma escola pública periférica sobre Genética, Evolução e Ecologia, visando o acesso a diferentes tipos de metodologias e abordagens de ensino-aprendizagem em um contexto de vulnerabilidade social e econômica. Inferiu-se que utilização de OVA’s, quando preocupados e orientados pelas necessidades dos alunos, desencadeia maior interesse refletido na maior participação, gerando melhor aprendizado dos conteúdos. Também foi notável o desenvolvimento de habilidades cognitivas extremamente necessárias para se viver em um mundo digitalizado como o momento atual além de desenvolver competências fundamentais para a cidadania.

Impact of the Digital Literacy Courses Taken by the Prospective Social Studies Teachers by Distance Learning on Digital Citizenship Skills

Abstract The purpose of this study is to determine the efficacy of the digital literacy course taught to undergraduates with the cooperation of the Council of Higher Education (CHE) and Anadolu University on the ‘digital citizenship skills’ of social sciences teachers. In this context, 30 prospective social sciences teachers who received digital literacy training participated in the study, which employed criterion sampling, a purposive sampling technique. The study followed a pre-test and post-test uncontrolled quasi-experimental model. The digital literacy course process by distance learning covered eight weeks. At the beginning and the end of the digital literacy course, a ‘digital citizenship’ scale was applied to the prospective teachers. In research results, a significant positive difference was detected between the pre-test and post-test scores of prospective teachers obtained from the whole of the digital citizenship skills scale. Between pre-test and post-test scores of ‘digital communication’, ‘digital ethics’, and ‘critical thinking’ sub-dimensions of the digital citizenship scale, a significant difference was not detected. On the other hand, a positive significant difference was detected between scores from its digital skills, digital participation, digital rights and responsibilities, and digital commerce sub-dimensions. Similarly, between digital security points, which is another sub-dimension of the study, a significant difference was detected, though this difference was found to be negative. In this context, it is proposed that similar training should be made more common, more functional subjects in digital topics that teachers do not know should be the focus rather than those prospective teachers are expected to know, some changes regarding digital security must be implemented in institutions that teach the digital literacy course with distance learning and that these should enrich this subject further.

Effects on digital citizenship: From Turkish preservice teachers’ perspectiveEffects on digital citizenship: From Turkish preservice teachers’ perspective

The purpose of this study was to investigate some effects on Turkish pre-service teachers’ digital citizenship behaviours. With the rapid spread of technology, individuals have become a part of the digital world and faced the accompanying need to develop their digital citizenship skills. It has gained importance to reveal the factors affecting the digital citizenship skills of pre-service teachers, who will raise the digital citizens of the future. Data was gathered from participants using three questionnaires written in Turkish. The results showed that internet self-efficacy, self-computer and self-internet effect digital citizenship. Internet self-efficacy also examined in terms of some variables as an important factor for digital citizenship. Findings of this study help understanding some variables’ significant contributions on preservice teachers’ digital citizenship levels. This study provides a useful guideline for increasing preservice teachers’ digital citizenship scores by determining factors which can be manipulated through system design and implementation. Keywords: digital citizenship; internet self-efficacy; self-internet; self-computer; sleep patterns

The Two Subalterns: Perceived Status and Violent Punitiveness

From the mid-twentieth century, state and public conceptions of deviance and crime control have turned increasingly punitive (Hallett 115; Hutchinson 138). In a Western context, criminal justice has long been retributive, prioritising punishment over rehabilitation (Wenzel et al. 26). Within that context, there has been an increase in punitiveness—understood here as a measure of a punishment’s severity—the intention of which has been to help restore the moral imbalance created by offending while also deterring future crime (Wenzel et al. 26). Entangled with the global spread of neoliberal capitalism, punitiveness has become internationally pervasive to a near-hegemonic degree (Sparks qtd. in Jennings et al. 463; Unnever and Cullen 100). The punitive turn has troubling characteristics. Punitive policies can be expensive, and increased incarceration stresses the criminal justice system and leads to prison overcrowding (Hutchinson 135). Further, punitiveness is not only applied unequally across categories such as class, race, and age (Unnever and Cullen 105-06; Wacquant 212) but the effectiveness of punitive policy relative to its costs is contested (Bouffard et al. 466, 477; Hutchinson 139). Despite this, evidence suggests public demand is driving punitive policymaking, but that demand is only weakly related to crime rates (Jennings et al. 463). While discussion of punitiveness in the public sphere often focuses on measures such as boot camps for young offenders, increased incarceration, and longer prison sentences, punitiveness also has a darker side. Our research analysing discussion taking place on a large, regional, crime-focused online forum reveals a startling degree and intensity of violence directed at offenders and related groups. Members of the discussion forum do propose unsurprising measures such as incarceration and boot camps, but also an array of violent alternatives, including beating, shooting, dismemberment, and conversion into animal food. This article draws on our research to explore why discussion of punitiveness can be so intensely violent.

THE EXTENT TO WHICH THE JORDANIAN UNIVERSITY STUDENTS POSSESS DIGITAL CITIZENSHIP SKILLS: مدى امتلاك طلبة الجامعات الأردنية الحكومية لمهارات المواطنة الرقمية

This study aimed to reveal the degree to which the Jordanian university students possess digital citizenship skills through the selected set of variables: (gender, type of the college, the university, the academic year- level).Using a descriptive analytical method, a (45) item questioner was developed divided into three categories. The first, digital responsibility skills. The second, digital skills and the third, digital safety skills. The sample consisted of (5200) students, who were randomly selected form (6) universities. Results indicated that the degree of possessing digital skills was high. Whereas possessing the digital safety and digital responsibility skills was moderate. The study indicated that there were no statistically significant differences at the level of significance (α = 0.05) between the mean responses of the respondents according to different variables (sex, college and school year), while it pointed out that there are differences according to variable difference (University) between the University of Jordan and Mu'tah University in favor of University of Jordan.

Visualizing civic values: Representations of idealized citizenship behaviours in images found in Nepalese social studies textbooks

Citizenship and political education has increasingly been identified as an important component in educating young people for democratic citizenship. The National Curriculum Framework for School Education in Nepal 2007, the Nepalese social studies school curriculum, and textbooks explicitly underline the promotion of a democratic system and culture along with the development of civic and citizenship skills among Nepalese citizens. This article reports on a qualitative analysis of selected civic awareness images in Nepalese social studies textbooks using a ‘visual grammar’ framework. The analysis reveals that the images attempt to promote a message of national unity and respect for diversity in the country. However, the low quality black and white images and textbooks have some adverse teaching and learning implications for teachers and students and tend towards idealized representations.

Siyasi Partilerin Seçim Beyannamelerinde Hedeflediği İnsan Karakterlerinin Analizi

The aim of this study is to analyze the human characters aimed by the five parties having MP groups in Turkish Grand Assembly comparatively, taking the manifestos made before the election held on 28 June 2018 into consideration. In this context, the different and similar aspects of the parties were analyzed in terms of dimensions for values, skills, sources of values, attitudes. Document analysis method was used in the study. Of the political parties operating in the political arena of Turkey, only the manifestos of the five parties having MP groups were included in the sampling. Content analysis method was used to analyze the data obtained from the manifestos. As a result of the analysis, it was determined that common cultural elements such as “Turk, Turkish Nation” belonging to our culture took place in the manifestos of the parties differently. It was found that social and citizenship skills and taking initiatives skills were emphasized more than communication, information-media skills, financial literacy, learning to learn skills in the election manifestos of the parties. It was determined that there were some differences among the parties in terms of the dimensions for the skills which should be learnt by individuals. Values were emphasized more in the manifestos of AKP and HDP that those of others. Differences among parties were seen in terms of values dimension. It was seen in the manifestos that there were some different views in terms of sources of values dimensions. HDP was found to have emphasized democratic values and humanistic values more than others. It was found that diversity in sources of values took place most in the manifestos of MHP. It was seen that MHP stated the connective sources of values most. Consequently, the type of human aimed to be trained in the manifestos of the parties is not certain when evaluated integrally in terms of 21. Century skills, values, attitudes, sources of values.

Educación para la Ciudadanía Global: formación de profesores en la Escuela Superior de Educación de Lisboa

This article focus on the relation between the guides of Education for a Global Citizenship (EGC), in primary and high school, and the practices of initial teachers training, committed with the development of citizenship skills. The paths done in the frame of ECG in primary and high school are analysed from the official papers References for Development, Students Profile, Essential Competences (Citizenship and Development). The place of ECG in teachers training comes from the analyses of the legislative framework after Bologna. The put in practice of the guidelines in Lisbon Higher School of Education (ESELx) derives from the analyses of the programs and practices in the curricular units where this training is schedule. The analyses of the documents highlights the unclearness of citizenship concept as a praxis, that means, as an action that arises from reflection and critical analyses, directed to transform the reality in which we live, seen as a multilevel dimension. The biggest challenge is the construction of a democratic learning space, mobilizing the all school, with a teaching and learning perspective, living in democracy. Each teacher training institution has to focus on their reality and build a path able to claim or strengthen the ECG dimension in their curriculum. In the case of ESELx some lines were drawn in the sense of ECG reinforcement in the professional masters. The assumptions for this curricular draw are defined in the final reflection of this article.

Global Citizenship Skills among University Students and its Relationship with their Identity Orientation

Major purpose of the current study was to examine the prevalence of global citizenship skills among university students in Pakistan and its relationship with their identity orientations. Three indicators of global citizenship including social responsibility, global competence and global civic engagement were accepted to execute the research objective. The study followed four aspects of identity orientations including personal, social, collective and relational orientations. 324 students enrolled in selected Pakistani public sector universities participated in the study. Aspects of Identity Questionnaire (AIQ-IV) developed by Cheek and Briggs (2013) and global citizenship scale developed by Morais and Ogden (2011) were adapted as research instruments to collected the required data. Results show the prevalence of global civic engagement and social responsibility is comparatively lesser among the participants than other global citizenship skills. The students supported all four types of identity orientations. The study concludes that the four identity orientations have significant and direct associations with major global citizenship skills.

Digital citizenship skills as an essential factor in Lifelong-Lifewide-Lifedeep Education.

Within the theoretical framework of Lifelong-Lifewide-Lifedeep Learning, lifelong education is now viewed as an individual and social learning process lasting an entire lifetime, involving various aspects of life and different formal, informal and non-formal agencies within the community. The web and online information, communication and knowledge exchange locations are additional social and cultural contexts for education and social experience, for the acquisition of the knowledge, abilities and skills required for active citizenship, social inclusion and the improvement of the learning and professional experiences of the individual and the community. Starting from these assumptions and considering the European DigComp 2.1 framework as one of the possible theoretical and operating schemes of reference, we discuss the concept of digital competence as a strategic opportunity for promoting digital citizenship skills, with a view to individuals’ active, informed, reflective, critical, empowering participation in their own learning process and in social and political life in the learning society.

GLOBAL TRENDS OF ADULT EDUCATION IN THE UNESCO’S DOCUMENTS

The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication.
 The author summarizes that UNESCO as a world international organization has a crucial significance in promoting and developing adult learning and education through adopting a number of documents, concepts and reports that define mainstream trends and development directions. The latest may be referred to the following: replacement the concept of Development of Adult Education with the Adult Learning and Education, widening by this way sphere of its implementation; defining three core learning domains in the field of ALE as: literacy and basic skills; continuing education and professional development; liberal and community education (active citizenship skills); confirming the paradigm of traditional distinction between three basic categories of learning activity: formal, non-formal and informal learning; noting, however, that there should be a distinction between purposeful informal learning and random informal learning.
 It is noted in the article that the efforts of numerous UNESCO organizations are focused on specific areas that need improvement, such as: giving everyone a fair chance at education so that everyone has equal access to adult education; a significant increase in participation in adult learning and education in order to achieve equal progress in adult education and learning in different countries, etc.
 Key words: the UNESCO, lifelong learning, adult education, adult learning and education, formal, non-formal and informal learning, equal participation

Global Citizenship Education Through Collaborative Online International Learning in the Borderlands: A Case of the Arizona–Sonora Megaregion

Scholars have argued that 21st century educators have the responsibility to incorporate global citizenship activities into academic curricula to meet the demands of an increasingly diverse world. Approaches to global citizenship education that have rendered positive results include service-learning, critical thinking activities, second language acquisition, and international exchanges. The current study explores a Collaborative Online International Learning (COIL) project carried out between university students enrolled in universities located in the Arizona-Sonora Megaregión. The study found that before students participated in COIL they demonstrated a limited understanding of their neighboring country. At the conclusion of the COIL project students demonstrated global citizenship skills such as the ability to analyze international relationships, critically consume media, and make identify points of global interconnectedness.

URGENSI CIVIC EDUCATION DALAM KEHIDUPAN BERNEGARA

Civic education in each country has their respective goals in accordance with the value system and political system adopted by a country. Objectives play a very important role, because they will direct all teaching activities and color the other components. To be clear and focused, the purpose of civic education must be based on the values in the philosophy of a country, and accommodate the development of the demands and needs of society. In Indonesia, civic education aims to form good citizens who have citizenship knowledge about their rights and obligations as a citizen, citizenship skills capable of participating in state affairs, and have citizenship attitudes / values in accordance with the ideology of Pancasila. Civic education is formally provided at every level of education through subjects and courses in Civic Education. This research is a qualitative study that is a literature study (library research) that uses books and other literature as the main object. Keywords : Objectives, Civic Education, Indonesia

Enhancing Urban Agricultural Activities through Renewable Energy Development

Although Urban Agriculture (UA) is widely practiced in several Nigerian cities, it faces several challenges such as insufficient data on the practice, non-recognition of UA as a land use by Nigerian urban land laws, uncoordinated practice of UA, lack of support services for urban farmers such as providing access to improved seedlings, pesticides, technical training, machinery, medicine, etc, overt discrimination against female farmers in terms of denial of land ownership rights, limited access to markets, inputs, credit, etc. The strategic use of Renewable energy in UA operations can address some of these challenges and contribute significantly to the attainment of the Sustainable Development Goals (SDGs) in Nigerian cities. In Ibadan, the energy mix favors large scale use of biomass, particularly the fermentation of animal waste in biogas digesters to produce fertilizer and methane gas. This promotes local energy independence from inefficient and centralized power stations and grids and energy security. Since 2015, Lifeforte International High School, Awotan, Ibadan has been the recipient of the International School Award, an international benchmarking scheme of the British Council. This award is meant to encourage primary and secondary school students in partner schools to develop global citizenship skills such as empathy, critical and creative thinking, conflict resolution, communication, collaboration and taking action. Such skills are meant to empower these students to become solution providers to global problems such as poverty, hunger, inequality, climate change, etc. Lifeforte seeks to consolidate on its successful crop harvest on its school farm by building a biogas digester on it. This facility will produce fertilizer and methane gas. A Business model will mobilize the proceeds from the sale of gas to train local farmers, thereby strengthening their capacity to operate their own digesters for increased crop yield, higher income and local energy independence and security.

La publication collaborative (libre) via Wikipedia à l'université en tant qu’outil pédagogique de citoyenneté numérique

Student development of digital literacies is a key component of university education, intended to lead to digital citizenship. This paper considers student participation in collaborative authoring in Wikipedia as a means for facilitating student acquisition of core digital research competencies in their development as active digital citizens.

IMPLEMENTASI KOMPETENSI MATA KULIAH PENDIDIKAN KEWARGANEGARAAN DI PERGURUAN TINGGI DALAM MENGHADAPI TANTANGAN GLOBALISASI

This research contained about the implementation of civic education competency in college; in order to face the globalization defiance, this research has done at Sultan Ageng Tirtayasa University. The aim of this research is to know how the implementation of civic competency that consist of civic knowledge, civic skill, and civic disposition. This research used qualitative features with descriptive methode, the result of this research shows that the implementation of civic education competency in order to face the globalization defiance can be happened by three steps. The first step is planning, in planning step, the civic education supporting lecturer made a study planner for every semester together that customized with regular requisite book from directorate general and student affairs of Ministry of Research, Technology and Higher Education of the Republic of Indonesia. In arrangement of civic education learning in college has the competency that must accomplished by students and the implementation which in civic knowledge. Student got the knowledge from lecturer through the process teaching and learning in class about the materials that already made based on the study planner for each semester. After the first competency, next to the second one which is civic skill. For this compentency, students had given the activity that could build their critical thinking. Project citizen, one of the activity that given to students to reach their more knowledge potentions, especially their skill as student college. The last competency is civic disposition, this competency is the result of mixed two competencies; citizenship knowledge and citizenship skill. From citizenship character competency, in hopes that the students could get the knowledge and skill that shows a good personality based on Undang-Undang Dasar 1945, so they will not easily get contaminated by the negative impacts of globalization.