Developing a conceptual model for students’ scientific civic engagement self-concept

Dados Bibliográficos

ID21589939
AutoresJennifer Teshera-Levye (0000-0003-4500-5545, University of Nebraska–Lincoln, autor correspondente), Irfanul Alam (0000-0003-2056-0374, University of Colorado System), Lauren A Corwin (0000-0002-3671-0261, University of Colorado System), Lisa Corwin (University of Colorado System), Jenny M Dauer (0000-0002-1373-8851, University of Nebraska–Lincoln)
Ano2026
Volume48
Fascículo9
Páginas1247-1268
Data de publicação2026-06-13
Open AccessSim
TipoARTICLE
PeriódicoInternational Journal of Science Education, Part B (JOURNAL)
Identificadores do periódicoISSN: 2154-8455 • E-ISSN: 2154-8463
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09500693.2024.2449220
OpenAlexW4407137304
IdiomaEN
Citações recebidas1
Referências citadas62

To prepare students to meet challenges of the twenty-first century, science educators must equip students with science literacy skills and the means to apply those skills to benefit their communities, i.e. science civic engagement (SCE) with dimensions of civic knowledge, civic confidence, civic action and civic value. In a college-level science literacy course we investigated students’ SCE self-concept (SCE-SC) or how they envision their ability to use their science knowledge and skills to impact their communities using a pre and post-instruction Likert-scale self-report instrument along with one open-response question. We found in students’ written response describing their SCE-SC that while students may not consistently identify mechanisms for using science to help their communities, they do believe that science skills will benefit their communities. We also observed positive relationships between SCE-SC and both science identity and perceived cohesion to a community, suggesting these are important aspects of SCE-SC development. While overall SCE-SC did not increase after the completion of the science literacy course, we did observe a significant increase in scientific civic knowledge. We suggest that classroom experiences aimed at supporting civic engagement teach science skills through examples grounded in salient community contexts

Concept learning · Conceptual change · Environmental education · Mathematics education · Pedagogy · Science education · Scientific Literacy · Sociology · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Psychology · Science Education and Pedagogy

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