Students' Conceptual Knowledge and Process Skills in Civic Education: Identifying Cognitive Profiles and Classroom Correlates

Ting Zhang ^[1] ; Judith Torney-Purta ^[1] ; Carolyn E. Barber ^[2]
1. [1] University of Maryland, College Park
  
  University of Maryland, College Park
  
  Estados Unidos
2. [2] University of Missouri
  
  University of Missouri
  
  Township of Columbia, Estados Unidos
Localización: Theory and research in social education, ISSN 0093-3104, Vol. 40, Nº 1, 2012, págs. 1-34
Idioma: inglés
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Resumen
- In 2 related studies framed by social constructivism theory, the authors explored a fine-grained analysis of adolescents' civic conceptual knowledge and skills and investigated them in relation to factors such as teachers' qualifications and students' classroom experiences. In Study 1 (with about 2,800 U.S. students), the authors identified 4 cognitive attributes (dimensions) underlying the test items of the International Association for the Evaluation of Educational Achievement Civic Education Study:
  
  basic conceptual knowledge, advanced conceptual knowledge and reasoning, and 2 civic-related process skills. Using cognitive diagnostic modeling they identified 4 achievement profiles suggesting that basic conceptual knowledge is essential for the attainment of advanced conceptual knowledge, but not necessarily for skills. In Study 2, 1,332 U.S. students were examined from 68 schools in which 1 of their teachers of a civic-related subject had been surveyed. Students' mastery of concepts and process skills was associated with the extent of traditional classroom activities, open discussion climate, exposure to social studies concepts, and teachers' in-service training.