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Civic Reasoning and Discourse across the Curriculum: Science

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Title: Civic Reasoning and Discourse across the Curriculum: Science
Language: English
Authors: Marcia Linn, Korah Wiley, Megan Bang, Contributor, Douglas B. Clark, Contributor, Sarah W. Freedman, Contributor, Libby Gerard, Contributor, Angela Hardy, Contributor, Daniel Morales-Doyle, Contributor, Thomas M. Philip, Contributor, Linda Schmalbeck, Contributor, Sepehr Vakil, Contributor, Michelle Wilkerson, Contributor, National Academy of Education (NAEd), Digital Promise
Source: National Academy of Education. 2024.
Availability: National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC 20001. Tel: 202-334-2341; Fax: 202-334-2350; e-mail: info@naeducation.org; Web site: http://www.naeducation.org
Peer Reviewed: N
Page Count: 33
Publication Date: 2024
Sponsoring Agency: William and Flora Hewlett Foundation
Intended Audience: Teachers
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Citizenship Education, Elementary Secondary Education, Interdisciplinary Approach, Science Education, Educational Strategies, Elementary Schools, Middle Schools, High Schools, Civics
Abstract: Motivation to learn increases when science courses connect curricular topics to challenges facing students' communities. Students care about their communities and the health of the planet. Instruction that connects science ideas and practices to students' lives and communities creates a pathway for civic engagement. Integrating science ideas that support stewardship of the planet not only motivates students but also empowers them to engage in scientific discourse with peers and family members and to participate in civic actions to improve local environmental impacts. Broadening the conversation in science classes to include a wide range of perspectives on complex problems such as environmental stewardship can promote life-long learning by helping students distinguish among alternative perspectives (Linn & Eylon, 2011) and recognize the purposes and contributions of science to society. Giving students the opportunity to explore and discuss the ways that scientific issues impact their local communities and to consider multiple perspectives on complex situations can deepen understanding; illustrate how evidence is used by stakeholders; and increase students' understanding of why science is relevant to their lives, their communities, and their world. This not only strengthens scientific literacy but also builds students' identities as science learners (National Research Council, 2005). This report offers strategies for teachers to engage students in balanced, evidence-based discussion in which they develop criteria for determining what counts as evidence, learn to recognize and name bias, and make sense of the norms around civic discourse. The report explores these opportunities in three sections. The first section outlines the rationale for engaging science students in civic reasoning, discourse, and action. The second section provides detailed instructional examples, and the third section presents strategies for teachers who want to include civic reasoning, discourse, and action in the science classroom.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED672650
Database: ERIC
FullText Text:
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  Data: Civic Reasoning and Discourse across the Curriculum: Science
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  Data: <searchLink fieldCode="AR" term="%22Marcia+Linn%22">Marcia Linn</searchLink><br /><searchLink fieldCode="AR" term="%22Korah+Wiley%22">Korah Wiley</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Bang%2C+Contributor%22">Megan Bang, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22Douglas+B%2E+Clark%2C+Contributor%22">Douglas B. Clark, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+W%2E+Freedman%2C+Contributor%22">Sarah W. Freedman, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22Libby+Gerard%2C+Contributor%22">Libby Gerard, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22Angela+Hardy%2C+Contributor%22">Angela Hardy, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+Morales-Doyle%2C+Contributor%22">Daniel Morales-Doyle, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+M%2E+Philip%2C+Contributor%22">Thomas M. Philip, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22Linda+Schmalbeck%2C+Contributor%22">Linda Schmalbeck, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22Sepehr+Vakil%2C+Contributor%22">Sepehr Vakil, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22Michelle+Wilkerson%2C+Contributor%22">Michelle Wilkerson, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22National+Academy+of+Education+%28NAEd%29%22">National Academy of Education (NAEd)</searchLink><br /><searchLink fieldCode="AR" term="%22Digital+Promise%22">Digital Promise</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Academy+of+Education%22"><i>National Academy of Education</i></searchLink>. 2024.
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  Data: National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC 20001. Tel: 202-334-2341; Fax: 202-334-2350; e-mail: info@naeducation.org; Web site: http://www.naeducation.org
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  Data: N
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  Data: 33
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  Data: Motivation to learn increases when science courses connect curricular topics to challenges facing students' communities. Students care about their communities and the health of the planet. Instruction that connects science ideas and practices to students' lives and communities creates a pathway for civic engagement. Integrating science ideas that support stewardship of the planet not only motivates students but also empowers them to engage in scientific discourse with peers and family members and to participate in civic actions to improve local environmental impacts. Broadening the conversation in science classes to include a wide range of perspectives on complex problems such as environmental stewardship can promote life-long learning by helping students distinguish among alternative perspectives (Linn & Eylon, 2011) and recognize the purposes and contributions of science to society. Giving students the opportunity to explore and discuss the ways that scientific issues impact their local communities and to consider multiple perspectives on complex situations can deepen understanding; illustrate how evidence is used by stakeholders; and increase students' understanding of why science is relevant to their lives, their communities, and their world. This not only strengthens scientific literacy but also builds students' identities as science learners (National Research Council, 2005). This report offers strategies for teachers to engage students in balanced, evidence-based discussion in which they develop criteria for determining what counts as evidence, learn to recognize and name bias, and make sense of the norms around civic discourse. The report explores these opportunities in three sections. The first section outlines the rationale for engaging science students in civic reasoning, discourse, and action. The second section provides detailed instructional examples, and the third section presents strategies for teachers who want to include civic reasoning, discourse, and action in the science classroom.
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      – SubjectFull: Citizenship Education
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