Simulated citizen: How students experienced a semester length legislative simulation.

摘要

This collective case study contains the results of year-long inquiry into how students experienced a semester length legislative simulation that was rife with political conflict. Specifically the study sought to determine: what teaching strategies were employed, what role conflict played in affecting students' political engagement, and what the ideological underpinnings of the simulation were.;Pre and posttests that measured political engagement and internal efficacy were given at the beginning and end of each semester. One third (n=26) of the sample size was interviewed about their experiences. Teachers were interviewed about the purpose of social studies, their conception of democracy, and their pedagogy. Each class was also observed several times.;Students increased their level of political engagement and their internal efficacy. Political engagement was moderately correlated with comfort with conflict. Students reported being highly engaged, more interested in politics, and singled out the interactive, constructivist nature of the simulation as the primary source of their self-reported change.;Students also acknowledged the skill, passion, and knowledge of their teachers. Teachers did not disclose their opinions on controversial issues. Teachers used parliamentary procedure, and emphasized civil discourse during class debates. The highly scaffolded nature of the simulation helped to structure conflict.;This simulation bridged political participation with a justice oriented view of citizenship, which had previously been identified as a gap in citizenship education. Students increased their interest in politics, their sense of possessing the skills necessary to participate in the political system, as well as having the ability to critically analyze the root cause of social and political problems.