Civic Knowledge, Civic Skills and Civic Engagement

Abstract

In this article the authors suggest that civic skills and civic knowledge are key components of the political information perception process and try to determine the differential effects of these variables on civic engagement. Starting from a model proposed by Torney-Purta, Lehmann, Oswald & Schulz, they developed an alternative model to explain the likelihood to vote in the International Association for the Evaluation of Educational Achievement Civic Education Study Standard Population of 14 year-olds tested in 1999. Results indicate that home environment and school-related factors predict civic knowledge and skills equally well. However, the direct effects of civic knowledge on likelihood to vote appear to be stronger than the corresponding effects of civic skills in 23 out of 28 countries. The evaluation of total effects highlights the meaning of an open classroom climate for discussion with reference to the likelihood to vote.

Review of the effects of citizenship education

“…When classifying the effects in terms of students' citizenship competences and behavior, the results show that in most cases, the citizenship attitudes of the students were focused upon (49 effects, 58.5%; see Table 3). The effects were mainly small to moderate (see Fjeldstad & Mikkelsen, 2003;Flanagan, Cumsille, Gill, & Gallay, 2007;Kahne & Sporte, 2008;Maiello et al, 2003) with a few large effects in terms of Cohen's f (Flanagan et al, 2007;Gniewosz & Noack, 2008). The influence of pedagogical climate on citizenship behavior (22 effects), knowledge (19 effects), reflection (6 effects), and skills (5 effects) was less studied (see Table 3) and showed -when studied -effect sizes that varied from small to large.…”

“…When classifying the effects in terms of the social tasks students need to fulfill in daily life, the results show that effects of pedagogical climate on students' citizenship classified in the domain of acting democratically (political) were most frequently reported (85 effects) with effect sizes that ranged from small (Maiello, Oser, & Biedermann, 2003) to large (Papanastasiou & Koutselini, 2003) (see Table 4). The effects of pedagogical climate on students' acting democratically (social) (11 effects) and dealing with differences (5 effects) were reported much less frequently (see Table 2), with effect sizes (Cohen's f) that again varied from small (Kahne & Sporte, 2008) to large (Gniewosz & Noack, 2008) (see Table 4).…”

The Effectiveness of Civic Education Learning Using the Multimedia Role Playing Model in Developing Student Civic Skills

“…Then for the variables in this study, Civic education learning used model role-playing multimedia as the independent variable and student citizenship skills as the dependent variable. The indicators of civic skills include intellectual skills and participation skills [14].…”

Penerapan Model Belajar Berbasis Riset dalam Mengembangkan Civic Skills Mahasiswa

“…Dengan demikian, materi pendidikan kewarganegaraan memuat hal-hal yang dapat menjawab kelima pertanyaan tersebut. Maiello (2003) mengemukakan bahwa civic knowledge dan civic skills dibutuhkan seseorang untuk memahami dengan baik berbagai informasi politik sehingga dapat memberikan penilaian politik dan berkontribusi untuk mengambil keputusan mengenai isu public dengan baik.…”