Patterns in the Civic Knowledge, Engagement, and Attitudes of European Adolescents: The IEA Civic Education Study

2002 ◽  
Vol 37 (2) ◽  
pp. 129-141 ◽  
Author(s):  
Judith Torney-Purta
Keyword(s):  
Civic Education ◽  
Civic Knowledge ◽  
Education Study

On the Dimensionality of the Cognitive Test Used in the IEA Civic Education Study: Analyses and Implications

2003 ◽  
Vol 2 (3) ◽  
pp. 370-383 ◽  
Author(s):  
Roumiana Nikolova ◽  
Rainer H. Lehmann
Keyword(s):  
Secondary Students ◽  
Civic Education ◽  
International Association ◽  
Cognitive Test ◽  
Economic Literacy ◽  
Test Analysis ◽  
Civic Knowledge ◽  
Upper Secondary ◽  
Education Study

The second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study was designed to measure dimensions of civic knowledge among 14 year-old and upper secondary students across diverse educational systems. One of the major aims of the study on upper secondary students was to attain sufficient commonality with the test instrument for the 14 year-olds in order to facilitate meaningful cross-population references. This requirement could be successfully achieved by including a substantial number of (anchor) items from the test for the younger group, yet leaving room for more difficult items. In addition, the test for the upper secondary students included the newly introduced domain of economic literacy. The quality of the test has been assured through confirmatory factor analysis; analysis of item-by-country interaction and Item Response Theory (IRT) based analyses of item fit within and across countries. Preceded by a short review of previous research on civic knowledge as well as a brief description of the IEA test for the 14 year-olds, this article then focuses more explicitly on some methodological aspects of the test of civic knowledge and economic literacy in the IEA Civic Education Study for upper secondary students. It describes the structure of the test, including three examples of items covering different levels of civic knowledge. Furthermore, the quality of the test is discussed in some detail, referring to the main test analysis procedures. Finally, the test analysis results are briefly discussed, followed by a note of caution, as well as some insights into the relationship of civic knowledge and gender among adolescents.

Italy's Participation in Three IEA Civic Education Studies (1971-2009)

CADMO ◽  
2009 ◽  
pp. 9-19
Author(s):  
Judith Torney-Purta
Keyword(s):  
Civic Education ◽  
Marked Improvement ◽  
Political Socialization ◽  
Knowledge Score ◽  
Political Information ◽  
The Other ◽  
Knowledge Test ◽  
Civic Knowledge ◽  
Education Study ◽  
History Of

- Following a brief history of the three Civic Education Studies conducted by IEA over nearly 30 years, the focus is on results for Italian 14-15 year olds in the 1971 and 1999 studies. The first civic education study (1971) showed that Italian teachers had poor preparation to teach civic education (stressing good manners rather than civic or political information). Italian students performed poorly on the 1971 civic knowledge test (7th out of 8 countries). The second study, CIVED (1999) showed marked improvement for Italian students, who had an average knowledge score above the international mean for 28 countries. Italian students expressed interest in protest participation. They trusted political information from the mass media less than those in the other 27 countries. Students and teachers reported an absence of opportunities for students to learn to protect the environment (compared with other countries).Keywords civic knowledge, IEA civic education study, ICCS, trust in media, political socialization (Italy), adolescents (Italy).

scholarly journals Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data

2021 ◽  
Author(s):  
Ireta Čekse ◽  
◽  
Reinis Alksnis
Keyword(s):  
Citizenship Education ◽  
Sense Of Belonging ◽  
School Level ◽  
School Factors ◽  
Research Application ◽  
Global Issues ◽  
Civic Knowledge ◽  
Significant Relationships ◽  
Global Problems ◽  
Education Study

In this research, the aim was to determine teacher- and school-level factors that are associated with students’ civic knowledge, future engagement in society as a citizen, opinions about future global issues and sense of belonging to their country. For that purpose, the research took IEA International Civic and Citizenship Education Study (ICCS 2016) questionnaire data from Latvian and Finnish students (Latvia n = 3224, Finland n = 3173), teachers (Latvia n = 1933, Finland n = 2097) and schools (Latvia n = 137, Finland n = 174). The study used a subset of the teacher dataset that corresponds only to those teachers who teach civic and citizenship education lessons in school (Latvia n = 131, Finland n = 165). The research shows that there are some significant relationships with teacher- and school-level factors and four student factors: civic knowledge, future engagement, sense of belonging to their country and global problems (sustainability, violence and economy). The research supported by research application no. 1.1.1.2/VIAA/1/16/020.

scholarly journals Relevansi Sumber Belajar Ketahanan Nasional Mata Pelajaran Pendidikan Pancasila Dan Kewarganegaraan Dengan Indikator Pencapaian Kompetensi Siswa (Studi Di Sma Negeri 1 Surakarta, Jawa Tengah)

2019 ◽  
Vol 25 (3) ◽  
pp. 393
Author(s):  
WIJIANTO WIJIANTO
Keyword(s):  
Civic Education ◽  
Learning Resources ◽  
Observation Study ◽  
Validity Testing ◽  
Civic Knowledge ◽  
Interactive Analysis ◽  
Civic Skills ◽  
Data Validity ◽  
Intellectual Skills ◽  
The Republic

ABSTRACTThis study aims to determine: 1) the availability of national resilience learning resources for Civic Education subjects; 2) relevance of learning resources for national resilience in Civic Education subjects with indicators of student competency achievement; and 3) the obstacles experienced by teachers in the use of national resilience learning resources for Civic Education subjects.The study uses a qualitative approach that is strengthened by quantitative data. Data collection using interviews, observation, study documents, and questionnaires. Data validity testing uses data triangulation and method triangulation. Data analysis uses an interactive analysis model.Conclusions of the results of the study: 1) The availability of national resilience learning resources for PPKn subjects is quite adequate because there are available Student Books, Student Worksheet, and websites as a source of material for threats to the Republic of Indonesia. 2) Material to Be Wary of Threats to the Republic of Indonesia on learning resources for national resilience in PPKn subjects, especially Student Books, Student Worksheet, and the website does not meet the indicators of student competency achievement because the material only presents civic knowledge and civic disposition, while civic skills have not been fully presented because they only fulfill intellectual skills while participatory skills have not yet been fulfilled. 3) The obstacle of teachers in the use of national resilience learning resources for PPKn subjects for Student Books and Student Worksheet, which is there is material which is wrong and the extent of the material is lacking. The website is constrained by wifi signals and some contain invalid information.ABSTRAKPenelitian ini bertujuan untuk mengetahui: 1) ketersediaan sumber belajar ketahanan nasional mata pelajaran PPKn; 2) relevansi sumber belajar ketahanan nasional mata pelajaran PPKn dengan indikator pencapaian kompetensi siswa; dan 3) kendala yang dialami guru dalam pemanfaatan sumber belajar ketahanan nasional mata pelajaran PPKn.Penelitian menggunakan pendekatan kualitatif yang diperkuat data kuantitatif. Pengumpulan data menggunakan wawancara, observasi, studi dokumen, dan angket. Pengujian validitas data menggunakan triangulasi data dan triangulasi metode. Analisis data menggunakan model analisis interaktif.Kesimpulan hasil penelitian: 1) Ketersediaan sumber belajar ketahanan nasional mata pelajaran PPKn cukup memadai karena tersedia Buku Siswa, LKS, dan website sebagai sumber materi ancaman terhadap NKRI. 2) Materi Mewaspadai Ancaman terhadap NKRI pada sumber belajar ketahanan nasional mata pelajaran PPKn, khususnya Buku Siswa, LKS, dan website belum memenuhi indikator pencapaian kompetensi siswa karena materi hanya menyajikan civic knowledge dan civic disposition, sementara civic skill belum sepenuhnya disajikan karena baru memenuhi intellectual skills sedangkan participatory skills belum terpenuhi. 3) Kendala guru dalam pemanfaatan sumber belajar ketahanan nasional mata pelajaran PPKn untuk Buku Siswa dan LKS, yaitu terdapat materi yang keliru dan keluasan materinya kurang. Website terkendala sinyal wifi dan beberapa memuat informasi tidak valid.

scholarly journals Pancasila and Civic Education Learning by Non Pancasila and Civic Education Program Graduate

2020 ◽  
Vol 3 (3) ◽  
pp. 1650-1659
Author(s):  
Elmas Dw Ainsyiyah ◽  
Andres M. Ginting
Keyword(s):  
Qualitative Research ◽  
Civic Education ◽  
Learning Process ◽  
Education Program ◽  
Teaching Style ◽  
Study Program ◽  
Vice Principals ◽  
Education Study ◽  
Research Schools ◽  
Program Graduate

This study aims to (1) find out planning and understanding of learning by Non Pancasila and Civic Education Program Graduate (2) to find out the learning done by Non Pancasila and Civic Education Program Graduate (3) In order to know the obstacles faced by Pancasila and Civic Education teachers by Non Pancasila and Civic Education Program Graduate. The research used in this case uses qualitative research methods through interview techniques with sources in which there are vice principals in the field of curriculum, the teacher concerned from the school under study. The results obtained in this study are, there are teachers who teach Pancasila and Civic Education are graduate Teacher of Pancasila and Civic Education Study Program, Sociologists, and there are Bachelor of Laws. The teacher also experiences many difficulties in delivering the material in class. Students are shaken up by boredom because the teacher's teaching style is monotonous with lectures and memorization, moreover Pancasila and Civic Education has memorized the constitution material which makes students lazy to follow the learning process. From the results of this research, schools must also have a role in equipping Non Pancasila and Civic Education Program Graduate with adequate learning resources so that teachers have thorough preparation before entering class. Teachers must also be able to overcome obstacles that occur in the classroom so that an interactive learning process occurs with students so that Pancasila and Civic Education subjects do not become a scourge for them.

scholarly journals Considering the limits of a knowledge-based school-centered quality evaluation of citizenship education projects

2010 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Cristina Azevedo ◽  
Isabel Menezes
Keyword(s):  
Civic Education ◽  
Citizenship Education ◽  
Large Scale ◽  
School Context ◽  
Social Resources ◽  
Civic Knowledge ◽  
Knowledge Based ◽  
School Based ◽  
Education Projects ◽  
The Impact

Participation experiences, particularly in the school context, have been considered a crucial opportunity for developing personal and social resources for citizenship involvement. However, the impact of these experiences needs to be considered. The IEA Civic Education Study (1994-2002) is an example of a large-scale study that made an enormous effort for evaluating quality and efficacy of civic education in various countries; however, the very nature of the research results in over-emphasizing civic knowledge. This paper intends to critically analyze the limits of a knowledge-based approach to school citizenship education projects. Assuming an ecological-developmental perspective, that views life contexts as a locus for action and interaction with different others, we argue that both the design and evaluation of school-based citizenship education projects should extend beyond the school to include other contextual dynamics and others active actors who support the students' learning from participation.

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