Active civic education using project-based learning and attitudes towards civic engagement
Main Article Content
Abstract
The paper investigates the effect of active civic education using project-based learning (PBL) on attitudes towards civic engagement in a heterogeneous society. The study used a qualitative research approach involving a content analysis of responses to open-ended questionnaires, students' reports and weekly discussions with the students. The study examines whether the PBL teaching approach, which was developed in medical schools, can be an effective tool for use in civic studies to promote civic engagement of college students in a multi-ethnic society. Active civic education matters; it prompted non-Jewish minority students in Israeli society to consider future civic engagement, and improved their understanding of the concepts of accountability, transparency, civil and human rights, and the ability of individuals in a democracy to obtain answers from their government. It also underscored their ability and obligation to contribute to their communities.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
1. Publication and Promotion: In consideration of the Publisher’s agreement to publish the Work, Author hereby grants and assigns to Publisher the non-exclusive right to print, publish, reproduce, or distribute the Work throughout the world in all means of expression by any method now known or hereafter developed, including electronic format, and to market or sell the Work orany part of it as Publisher sees fit. Author further grants Publisher the right to use Author’s name in association with the Work inpublished form and in advertising and promotional materials
2. Copyright: Copyright of the Work remains in Author’s name.
3. Prior Publication and Attribution: Author agrees not to publish the Work in print form prior to publication of the Work by the Publisher. Author agrees to cite, by author, title, and publisher, the original Interdisciplinary Journal of Problem-based Learning publication when publishing the Work elsewhere
4. Author Representations: The Author represents and warrants that the Work:
(a) is the Author’s original Work and that Author has full power to enter into this Agreement;
(b) does not infringe the copyright or property of another;
(c) contains no material which is obscene, libelous, defamatory or previously published, in whole or in part.
Author shall indemnify and hold Publisher harmless against loss of expenses arising from breach of any such warranties.
5. Licensing and Reuse: Reuse of the published Work will be governed by a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0; http://creativecommons.org/licenses/ by-nc/4.0/). This license lets others remix, tweak, and build upon the Work non-commercially; although new works must acknowledge the original Interdisciplinary Journal of Problem-based Learning publication and be non-commercial, they do not have to be licensed on the same terms.
References
References
Adler, R. P., and Goggin, J. (2005). What do we mean by “civic engagement”? Journal of Transformative Education, 3(3):236–253. https://doi.org/10.1177/1541344605276792
Alas, R., and Mousa, M. (2016). Organizational culture and workplace spirituality. International Journal Of Emerging Research In Management And Technology, 5(3):285-314. DOI: 10.4172/2223-5833.1000212
Amnå, E. (2012). How is civic engagement developed over time? Emerging answers from a multidisciplinary field. Journal of Adolescence, 35(3):611-627. DOI: 10.1016/j.adolescence.2012.04.011
Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3):129-139. https://doi.org/10.3102/0013189X08317501
Barrows, H. S., and Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education (Vol. 1). Springer Publishing Company.
Bauer, P. (2013). European–Mediterranean Security and the Arab Spring: Changes and Challenges. Democracy and Security, 9(1-2):1-18. https://www.jstor.org/stable/48602731
Bekerman, Z., and Zembylas, M. (2017). Engaging with religious epistemologies in the classroom: Implications for civic education. Research in Comparative and International Education, 12(1):127-139. https://doi.org/10.1177/1745499917698311
Ben-Porat, G., and Turner, B. S. (Eds.). (2011). The contradictions of Israeli citizenship: land, religion and state. Taylor & Francis.
Benton, T., Cleaver, E., Featherstone, G., Kerr, D., Lopes, J., and Whitby, K. (2008). Study (CELS): Sixth Annual Report. Young People’s Civic Participation in and Beyond School: Attitudes, Intentions and Influences. London: National Foundation for Educational Research.
Chesters, S. D. (2012). The Socratic Classroom. Springer Science & Business Media.
De Graaff, E., and Kolmos, A.N.E.T.T.E. (2007). History of problem-based and project-based learning. In Management of change (pp. 1-8). Brill Sense.
Du, X., Stentoft, D., & Dahms, M. L. (2007). Power, democracy and problem-based learning. In International Problem-Based Learning Symposium, 7-9 March 2007 (pp. 271-284). Centre for Educational Development, Republic Polytechnic, Singapore.
Erdreich, L. (2015). Sacralized citizenship: women making known selves in an Islamic teachers’ college in Israel. International Journal of Qualitative Studies in Education, 28(4):415-436. DOI: 10.1080/09518398.2014.916001
Galinsky, A. D., Todd, A. R., Homan, A. C., Phillips, K. W., Apfelbaum, E. P., Sasaki, S. J., ... and Maddux, W. W. (2015). Maximizing the gains and minimizing the pains of diversity: A policy perspective. Perspectives on Psychological Science, 10(6):742-748. https://doi.org/10.1177/1745691615598513
Gallagher, T., and Duffy, G. (2016). Education for Citizenship Education and Social Justice in Northern Ireland. In The Palgrave International Handbook of Education for Citizenship and Social Justice (pp. 523-544). Palgrave Macmillan UK.
Gavison, R. (1999). Jewish and democratic? A rejoinder to the "ethnic democracy" debate. Israel Studies, 4(1):44-72. DOI: 10.1353/is.1999.0022
Ghanem, A. and Mustafa, M. (2011). The Palestinians in Israel: the challenge of the indigenous group politics in the ‘Jewish State’. Journal of Muslim Minority Affairs 31 (2):177–196.Herold, R. T. (2019). Problem Based Learning use in Higher Education: A State University Faculty Study of Pbl (Doctoral dissertation).
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: software of the mind (3rd ed.). New York: McGraw-Hill.
Jansen, W. S., Otten, S., and van der Zee, K. I. (2015). Being part of diversity: The effects of an all-inclusive multicultural diversity approach on majority members’ perceived inclusion and support for organizational diversity efforts. Group Processes and Intergroup Relations, 18(6):817-832. DOI: 10.1177/1368430214566892
Kiwan, D. (2008) Education for Inclusive Citizenship. London and New York: Routledge.
Larmer, J. (2018). Project-based learning in social studies. Social Education, 82(1): 20-23.
Lemish, P. (2003). Civic and citizenship education in Israel. Cambridge Journal of Education, 33(1):53-72. https://doi.org/10.1080/0305764032000064640
Lo, J. C. (2018). PBL in social studies classrooms: Teaching high quality and engaging projects. Social Education, 82(1):18-19.
Lubna, L. (2020). Meta-analysis effectiveness of problem based learning model in social sciences. Jurnal Tatsqif, 18(1):22-35.
Marmenout, K., and Lirio, P. (2014). Local female talent retention in the Gulf: Emirati women bending with the wind. The International Journal of Human Resource Management, 25(2):144-166. DOI: 10.1080/09585192.2013.826916
Marshall, T. H. (1964). Class, citizenship, and social development: Essays
of T. H. Marshall. Westport, CT: Greenwood.
Marullo, S., and Edwards, B. (2000). Service-learning pedagogy as universities’ response to troubled times. American Behavioral Scientist, 43(5):746-755.
https://doi.org/10.1177/00027640021955568
McMurray, A., and Niens, U. (2012). Building bridging social capital in a divided society: The role of participatory citizenship education. Education, Citizenship and Social Justice, 7(2):207-221.
https://doi.org/10.1177/1746197912440859
Modood, T. (2007). Multiculturalism. The Blackwell Encyclopedia of Sociology, 1-4.
Mousa, M. (2017). How do nurses perceive their cultural diversity? An exploratory case study. African Journal of Business Management, 11(17):446-455. DOI: 10.5897/AJBM2017.8363
Neufeld, V. R., and Barrows, H. S. (1974). The “McMaster Philosophy”: an approach to medical education. Academic Medicine, 49(11):1040-1050.
Niemi, R. G., Hepburn, M. A., and Chapman, C. (2000). Community service by high school students: a cure for civic ills? Political Behavior, 22(1):45–69. https://doi.org/10.1023/A:1006690417623
Niens, U., and Chastenay, M. H. (2008). Educating for peace? Citizenship education in Quebec and Northern Ireland. Comparative Education Review, 52(4):519-540. https://doi.org/10.1086/591296
Sabbagh, C., and Resh, N. (2014). Citizenship orientations in a divided society: A comparison of three groups of Israeli junior-high students—secular Jews, religious Jews, and Israeli Arabs. Education, Citizenship and Social Justice, 9(1):34-54. https://doi.org/10.1177/1746197913497662
Sanchez-Jankowski, M. (2002). Minority youth and civic engagement: The impact of group relations. Applied Developmental Science, 6(4):237-245. https://doi.org/10.1207/S1532480XADS0604_11
Shafir, G., and Peled, Y. (2002). Being Israeli. Cambridge: Cambridge University Press
Shalom, Y. B., and Shai, T. A. (2011). Israel: Innovations in Secular Schooling in Israel. In International Handbook of Jewish Education (pp. 1235-1252). Springer, Dordrecht.
Torney-Purta, J. (2002). The school's role in developing civic engagement: A study of adolescents in twenty-eight countries. Applied Developmental Science, 6(4):203-212.
https://doi.org/10.1207/S1532480XADS0604_7
Wynn Sr, C.T., and Okie, W. (2017). Problem-Based Learning and the Training of Secondary Social Studies Teachers: A Case Study of Candidate Perceptions during Their Field Experience. International Journal for the Scholarship of Teaching and Learning, 11(2):n2. https://doi.org/10.20429/ijsotl.2017.110216
Zaff, J.F., Youniss, J., and Gibson, C.M. (2009). An inequitable invitation to citizenship: Non-college bound youth and civic engagement. Washington, DC: Philanthropy for Active Civic Engagement.