Diploma Thesis: An analysis of the results from educational projects focused on the value attitudes of secondary school pupils that compares two concrete educational projects - Jeden svět na školách by NGO People in Need and Příběhy našich sousedů Post Bellum civic society. In the theoretical part, the thesis presents sources of civic and media education and the link between legislative and strategic documents in the Czech Republic thanks to the International Civic and Citizenship Education Study (ICCS) also under international comparison. In the practical part, the thesis focuses on the comparison of methodological, pedagogical, and other aspects of educational projects and solves questions regarding management and the meeting of set targets. KEYWORDS education management, educational projects, value attitudes, secondary schools, civic education, media literacy

<p>Recently, scholars in rhetoric and composition (e.g., Bruce McComiskey) have argued that their field has a key role to play in schools’ efforts to fight fake news. This field already engages with questions of how communicators build credibility and persuade audiences, and of how first-year writing courses (which many rhetoric and composition scholars teach) already often focus on skills like source evaluation and critical thinking. Thus, scholars like McComiskey have argued that rhetoric and composition can and should exert an influence on universities’ civic education efforts in the 21^st century. However, despite an uptick in scholarly interest in fake news, empirical study of whether first-year writing courses impart civic skills is scarce.</p><p>An exploratory study examined whether students who take first-year composition courses experience any growth in Civic Online Reasoning (COR) when those courses’ learning outcomes invoke the notions of critical thinking, source evaluation, and digital literacy. It also investigated whether students’ COR gains differed between course sections and identified curricular features that might contribute to those differences. COR assessments developed by the Stanford History Education Group (SHEG) were administered to students before and after completing a first-year writing course. Participating instructors’ course documents (syllabi and major assignment sheets) were also analyzed via a qualitative coding procedure.</p><p></p> <p>Students’ scores for the COR component skills of Ad Identification and Lateral Reading increased significantly after one semester of first-year composition instruction. However, students’ scores for the Claim Research and Evidence Analysis skills did not improve. Moreover, no significant differences were observed between sections. These results suggested the possibility that, even absent explicit COR instruction, first-year composition courses can impart some COR skill gains, but that the particular approach the instructor uses does not matter much. However, several methodological problems prevented the study from offering firmer conclusions. In addition to making a case for additional research, this dissertation argues that if scholars in rhetoric and composition wish to have a hand in defining universities’ approaches to civic education in the future, they should strive to generate robust, generalizable evidence of the benefits of their courses. This will require them to embrace empirical and quantitative methodologies and to engage with work in other fields more frequently.</p>

The purpose of this master thesis has been to investigate how private economics is taught in social studies teaching for grades 4-6 through teachers' descriptions of personal finance as part of the social studies subject's civic education assignment. The purpose has also been to investigate how and in what way teachers use teaching materials in their teaching of personal finance. The selected research and literature for the degree project deal with the subject social studies and the civic education assignment, the curriculum and syllabus, social science didactic research and teaching of economics in general and personal finance in particular. Furthermore, research and literature on teachers' difficulties with the subject of personal finance and the use of teaching aids in the subject of social studies are also presented. Little research can be found regarding the teaching of personal finance, especially for younger ages such as grades 4–6, which strengthens the relevance of investigating the purpose of this master thesis.  The theoretical perspectives used as a starting point for analyzing the empirical work of the master thesis are Dewey's pragmatic perspective and Vygotsky's socio-cultural perspective. The survey was conducted using qualitative semi-structured interviews as a method. The survey involved six respondents, all of whom are active social studies teachers in grades 4-6. The results show that the respondents see a clear and important purpose of the teaching to enable the students to become responsible adult citizens who can make wise financial decisions. Furthermore, it appears from the results that teaching materials are common in the teaching of personal finance. The respondents mainly link the concept of personal finance with household or an individual's financial planning.  A conclusion that can be drawn from the results of this master thesis and the previous research is that even though personal finance teaching is a relatively new social science didactic research area, its relevance increases when research emphasizes the importance of teaching being a part of schools’ mission to succeed in their civic education. In step with this, personal finance is given more space in the syllabus for social studies, which is an important factor in the work with a school where students are given the right conditions for adult life.

Citizenship - commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.

This study aimed to visualize how and when teachers in civics can use digital techniques and tools. A discussion concerning digital literacy took place to clarify the concept. Questions that were investigated include:  -          How and when can teachers work with digital tools in teaching? -          How can civics teachers prepare students for digital citizenship?  -          How is digital literacy perceived among students?  -          How is digital literacy perceived among teachers?    Through interviews, data was collected. The results show that civic teachers should prepare students to become responsible citizens who can make reasonable decisions in the future, whether online or in real life. To do so, knowledge is needed about the student's digital literacy. The teachers must constantly update themselves with new technology to vary the workload. Society and the school subject of civics are constantly renewed, and digital tools are becoming more common in Swedish schools. A mixture of analogue and digital tools is in favor of learning outcomes.    Further, there is a mixed vision of the perceived digital literacy amongst the students. The study revealed that female teachers estimated digital literacy among the students to be higher than men's perception. The result can be related to the teachers' digital interests, whereas men declare their digital interests as good, while women declare their digital interests as limited and necessary. Digital tools can be used in every teaching phase and in different ways to create a variation of lesson planning. AI tools are a relatively new area and need more research. / <p>Godkänd 2024-01-19</p>

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No description available.

<p>This study considers the pedagogical significance of mourning and remembrance in the context of the commemorative culture surrounding the “9/11” attacks on America, which have stimulated recent explorations of what it might mean to commit to ethical remembrances of the dead. Critical of “9/11” memorial discourses that provide justifications for heightened “homeland” security and military mobilization in the “War on Terror,” this project not only addresses the educative force of memorial-artistic responses in creating meaning out of mass deaths, but also dissociates the concept of the public memorial as foremost an apparatus of the state, private corporations, and other institutions which seek to use memorials towards amnesiac or ideological objectives. Analyses of the memorial responses addressed in this project unpack how particular modes of remembering “9/11” and its victims are themselves reflections upon the meanings and objectives of collective remembrance. The project first explores the “September 11^th Families for Peaceful Tomorrows” organization and how it negotiates the ways public sentiment is mobilized “in the name of” victims and their families. Through an analysis of Art Spiegelman’s <em>In the Shadow of No Towers</em>,<em> </em>I examine the capacity of graphic narrative to bear witness to traumatic events and speak to their legacies in non-hegemonic ways. Lastly, the project explores how Samira Makhmalbaf’s film <em>God, Construction and Destruction</em> calls for the re-evaluation of strategic memorial practices that risk reducing “9/11” remembrance pedagogies to universalizing modes of remembrance that further subjugate already marginalized communities. Stimulated by such memorial responses that interrogate conventional practices and assumptions of collective remembrance, the project argues that the public remembrance of “9/11” is a crisis of and for education: that is, an important occasion to seek and call for modes of remembrance and sites of pedagogies that foster an openness to the critical and transformative force of historical trauma.</p> / Doctor of Philosophy (PhD)

This study focused on the teaching of Civic Education in Zambia. Specifically, the study examined pedagogical practices in relation to the teaching of Civic Education in schools. It is argued in this study that following right pedagogical practices in the teaching of Civic Education can lead to social change and transformation of society. As such, the purpose of the study was to ascertain therefore the extent to which Civic Education was enhancing or impeding social change and transformation in society. In order to realize the objectives of the study, an exploratory research design was used. The study found out that Civic Education in schools was not modelled on practices that can lead to social change and transformation of society; service learning approaches were rarely promoted in Civic Education lessons; teaching approaches in colleges and the university with respect to Civic Education are greatly lacking; teaching and learning materials in Civic Education were not readily available in schools; teachers of Civic Education were not grounded in the key theoretical and pedagogical perspectives underpinning Civic Education. The study therefore concludes that with correct pedagogical practices and approaches Civic Education can lead to social change and transformation of society. / Educational Foundations / D. Ed. (Socio-Education)

每一個國家（或是地區）都是依據其國家（或地區）的理想來形塑其公民的，由這個理想而生的理念，則奠定了公民的角色、政府的制度，以及公民與政府之間關係的三個公民教育面向的定位。換言之，這個人民所賴以共同生活的憑據則塑造了其特定的公民教育型態。這也就是為什麼當我們要探討關於公民教育的問題時，不能不理解其國家（或地區）所追求的共同理想為何，或者是說，不能不碰觸到關於建構其共同理想所依賴的理據。 台灣社會雖然和許多邁向民主化的拉丁美洲國家有著相似的發展過程（Huntington，1994：139），但台灣社會卻有其獨特性。台灣社會自威權體制瓦解後，個人自由以及平等社會的要求不斷擴張，從開放黨禁、報禁到總統直選，原住民、客家委員會的相繼成立，在九○年代初期，整個社會對於公民身分與族群認同的關注，以及這種關注力量展現在主體性的創造與追求，以及族群、國家的認同上可見一斑。此一時期，政府的制度不但從威權走向民主，社會也從一元變為多元。而多元社會體現的背後，則代表了社會中每一個公民對於其個體自主性意識的提昇。公民的角色從過去的被統治者轉成為自我管理者；公民與政府之間的關係也從壓抑、服從逐漸轉為自主與批判。 因此，在自由民主憲政體制下的公民教育，如果以政治社群的共善為考量，要求每一個公民都積極的參與公共事務的討論與決策，並且期待公民體現符合社群共善的目標，則個體的自主性有被消弱或侵害的危險，許多強調民族主義、國家主義、社會主義等型態的公民教育理論即是如此；而以個體自主性為考量，企圖彰顯出公民教育的核心意義即是發展個體的自主性及尊重族群的差異性，則社群的共善又有被忽略的可能性，在宣稱以自由主義為其教育根基的國家即長期面臨此一困擾10。不論如何，公民教育的目的在個人和群體之間的光譜一直是教育哲學所需抉擇或面對的問題，因此，想要釐清公民教育的定位，就不得不面對公民教育中關於個體自主性和社群共善這兩個概念之間所存在的鴻溝。而處理這個鴻溝的重要性，在於其決定了我們的社會如何看待作為一個公民的角色，以及公民的角色和政府之間的關係之爭議。 惟值得進一步探討的是，衡諸現今台灣的公民教育內涵，在諸如教材的編撰等實踐面上皆已同時涵括了這兩個在理論上看似相互衝突的概念，然而，卻不見系統性的論述來論證這兩個概念何以可以同時作為公民教育的內涵卻不陷入理論的謬誤中。這個現象雖然反映出個體自主性和社群共善皆是台灣社會所需求的「公民科」內涵，但另方面卻也再次凸顯了台灣的公民教育長期以來所存在的某種拼湊式的實踐性格。因之，在理論上尋求二者的調和，應是公民教育的理論發展所必要的途徑。 所幸最近幾年開始有學者試圖發展出調和二者的理論建構，其中達傑（Richard Dagger）、鮑伯（Benjamin R. Barber）和哈伯瑪斯（Jurgen Habermas）即是箇中翹楚。即便這些調和理論目前尚未形成一個整全性的論述，但其共同正視這兩個概念鴻溝及所面臨關於民主弱化的問題，以及企圖克服這個鴻溝及問題所提出的審議式民主（deliberative democracy）的作法，非常值得從威權解體邁向民主化發展，並想要努力深化民主未來的台灣社會借鏡。這種審議式的民主理念，在理論上不但能做為個體自主性以及社群共善調和的依據，關於公民參與的強調在實踐上又能做為跨越二者鴻溝的橋樑。故探討這種審議式的民主理念作為調和公民教育理論中關於個體自主性和社群共善這個爭議的論證，不但是研究台灣公民教育的理論基礎建構，更是關心公民教育課程發展與定位的同好所需共同關心的議題。 故筆者擬先從教育目的討論中，探究關於公民教育最根本的兩個教育目標，即個體自主性和社群共善的發展，並透過當代民主社會中兩種不同的公民觀傳統，指出一個以自由主義理論作為基礎，且調和個體自主性以及社群共善的公民觀是當前比較可行的做法，並透過這兩個概念在政治意涵上的演變以及發展，說明其乃相互關聯和互相補足的概念。爾後，筆者則透過達傑的「共和主義式自由主義」（republican liberalism）、鮑伯的「參與民主理論」（participatory democracy）以及哈伯瑪斯的「溝通理論」（discourse theory），論證調和的可能性以及其所共同導向的審議式民主理念及其具體做法，並指出一個以公民參與作為調和依據的關鍵。其次，再藉由這個調和理論的鋪陳，分析「公民科」獨立設科前後相關的公民教育論述以及其對往後「公民科」獨立設科的影響，並透過歷史的分析來還原「公民科」其學科課程的基本架構及理念，企圖透過上述的論證與分析，指出「公民科」乃是一個以〝政治〞為核心主旨的學科，並導引出一個〝重返政治〞的學科課程理念。最後，再以安吉兒（Ann V. Angell）和韓恩（Carole L. Hahn）對於英國、日本和丹麥三個國家的比較研究，作為「以〝重返政治〞為『公民科』的學科理論基礎」這一論題將有助於民主深化的佐證。