Schuitema Jaap, Veugelers Wiel, Rijlaarsdam Gert, ten Dam Geert
Universiteit van Amsterdam, Amsterdam, The Netherlands.
Br J Educ Psychol. 2009 Sep;79(Pt 3):439-61. doi: 10.1348/978185408X393852. Epub 2009 Feb 17.
Despite the renewed interest in citizenship education, relatively little is known about effective ways to realize citizenship education in the classroom. In the literature on citizenship education, dialogue is considered to be a crucial element. However, there is very little, if any, empirical research into the different ways to stimulate dialogue.
The main aim of this study is to arrive at an understanding of how citizenship education can be integrated in history classes. The focus is on the effect of a dialogic approach to citizenship education on students' ability to justify an opinion on moral issues.
Four hundred and eighty-two students in the eighth grade of secondary education.
Two curriculum units for dialogic citizenship education were developed and implemented. The two curriculum units differed in the balance between group work and whole-class teaching. Students' ability to justify an opinion was assessed by means of short essays written by students on a moral issue. The effectiveness of both curriculum units was compared with regular history classes.
Students who participated in the lessons for dialogic citizenship education were able to justify their opinion better than students who participated in regular history lessons. The results further show a positive effect of the amount of group work involved.
The results of this study indicate that a dialogic approach to citizenship education as an integral part of history classes helps students to form a more profound opinion about moral issues in the subject matter. In addition, group work seems to be a more effective method to implement dialogue in the classroom than whole-class teaching.
尽管对公民教育重新产生了兴趣，但对于在课堂上实现公民教育的有效方法却知之甚少。在关于公民教育的文献中，对话被认为是一个关键要素。然而，对于激发对话的不同方式，几乎没有（如果有的话）实证研究。
本研究的主要目的是了解如何将公民教育融入历史课。重点是公民教育的对话式方法对学生就道德问题阐述观点能力的影响。
482名中等教育八年级学生。
开发并实施了两个用于对话式公民教育的课程单元。这两个课程单元在小组作业和全班教学的平衡方面有所不同。通过学生就一个道德问题撰写的短文来评估学生阐述观点的能力。将两个课程单元的效果与常规历史课进行比较。
参与对话式公民教育课程的学生比参与常规历史课的学生更能很好地阐述自己的观点。结果还显示了所涉及小组作业量的积极影响。
本研究结果表明，将对话式公民教育方法作为历史课的一个组成部分，有助于学生对学科内容中的道德问题形成更深刻的观点。此外，与全班教学相比，小组作业似乎是在课堂上实施对话的更有效方法。
