ERIC Number: EJ1196250
Record Type: Journal
Publication Date: 2018-Dec
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Developing Citizen-Scientists: Effects of an Inquiry-Based Science Curriculum on STEM and Civic Engagement
Condon, Meghan; Wichowsky, Amber
Elementary School Journal, v119 n2 p196-222 Dec 2018
In this article, we present the results of a cluster-randomized trial of an inquiry-based science curriculum conducted in grades 6-8 with 551 students in 13 schools. The intervention integrates science and civics instruction in a unit about community and family water conservation. The intervention also includes teacher professional development and technology-based tools to support instruction. We examined effects in science and civics, finding that student engagement in both areas was positively affected by the intervention. We argue that best practices in inquiry-based science instruction have value for students' civic development and that the integration of science and civics in the classroom can enhance student outcomes in both fields.
Descriptors: Learner Engagement, Civics, Science Instruction, Inquiry, Faculty Development, Outcomes of Education, Teaching Methods, Interdisciplinary Approach, Intervention, Water, STEM Education, Middle School Students, Units of Study, Educational Technology, Family (Sociological Unit)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A