Swedish students’ conceptual knowledge about civics and citizenship: An interview study
2015 (English)In: Citizenship Teaching and Learning, ISSN 1751-1917, E-ISSN 1751-1925, Vol. 11, no 1, 9-28 p.Article in journal (Refereed) Published
The background for this study is a model for civics knowledge and teaching that distinguishes conceptual knowledge, ability to identify social and political issues, and civic literacy. The study itself investigates challenges in civics teaching by focusing on students’ difficulties understanding the subject matter. In a think aloud interview, some of the most difficult questions from the IEA International Civic and Citizenship Education Study were presented to 29 eighth-grade students in a municipality fairly representative of average Swedish conditions. There were shortcomings in their conceptual knowledge and also in their understanding of social and democratic principles, highlighting the importance of reading skills for civic ability. The article suggests strategic work with conceptual learning and for civic teaching to include an explicit focus on reading comprehension. It suggests that the ability to reflect on complex civic issues is benefited by asking questions and discussing social and political principles from different perspectives.
Place, publisher, year, edition, pages
Bristol, United Kingdom: Intellect Ltd., 2015. Vol. 11, no 1, 9-28 p.
civic education, conceptual knowledge, political understanding, civic literacy, civics teaching, ICCS (International Civic and Citizenship Education Study)
Social Sciences Didactics
IdentifiersURN: urn:nbn:se:oru:diva-46972DOI: 10.1386/ctl.11.1.9_1OAI: oai:DiVA.org:oru-46972DiVA: diva2:877351