Civic Literacy with Science Curriculum Policy in Secondary Education Systems: Survey Experiment
Keywords:
Civic Literacy, Survey Experiment, Science Curriculum, Education Policy, Democratic SocializationAbstract
The intersection of secondary science education and civic literacy represents a critical nexus for developing informed democratic societies capable of navigating complex contemporary challenges. As global crises such as climate change and public health emergencies increasingly require scientifically informed policy decisions, the role of the secondary education curriculum in shaping adolescent civic literacy has garnered significant academic attention. This paper investigates how different framing strategies within science curriculum policy affect the development and expression of civic literacy among secondary school students. Utilizing a large-scale survey experiment, this research assesses variations in civic engagement, policy comprehension, and trust in scientific institutions across multiple treatment groups exposed to differently framed curricular scenarios. The study isolates the causal impact of socio-scientific issue framing versus traditional scientific literacy framing on civic outcomes. Findings reveal that curricula emphasizing socio-scientific issues significantly enhance students' perceived civic efficacy and their willingness to engage in democratic processes regarding science policy. Furthermore, the analysis uncovers notable heterogeneous effects across different demographic and socioeconomic backgrounds, suggesting that curricular framing can either mitigate or exacerbate existing disparities in civic engagement. Ultimately, this research provides empirical evidence that science curriculum policy is not merely an educational tool but a foundational instrument for democratic socialization, offering actionable insights for educational policymakers aiming to cultivate a scientifically literate and civically active populace.References
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