Design-Based Curriculum for Civic Science Literacy in High Schools

Thesis Abstract

Design-based curriculum reforms in science education aim to cultivate civic science literacy among high school students, addressing the gap between scientific knowledge and informed civic participation in democratic processes. This study investigates the design, implementation, and evaluation of a design-based curriculum model that integrates civic inquiry with core science content to enhance students’ ability to evaluate scientific information, engage in evidence-based discussion, and participate in community decision-making. The objectives are to (1) develop a design-based curriculum framework that aligns with local science standards and civic education goals, (2) implement teacher-supported lesson sequences across four high school classes, (3) evaluate changes in students’ civic science literacy using a mixed-methods approach, and (4) identify contextual facilitators and barriers to scalable adoption in urban secondary schools. The research adopts a design-based research (DBR) approach grounded in the theories of social constructivism (Vygotsky) and the civic scientific literacy framework proposed by Sadler and colleagues, with elements drawn from the Technology-Enhanced Inquiry model to support authentic public discourse. The population consists of four public high schools in a metropolitan district, with a total target sample of 320 students enrolled in grades 10–11 and 16 science teachers participating in professional development workshops. A purposive sampling strategy selects two schools with historically low science achievement and two with average performance to examine differential impacts. Data are collected through a multi-instrument protocol pre- and post-tests of civic science literacy adapted from validated scales (N=320), classroom observation rubrics, teacher reflection journals, and semi-structured interviews with students (n?40) and teachers (n?8). Additional artefacts include student-designed civic science inquiry projects, policy briefs, and discussion transcripts from classroom debates. Quantitative data are analyzed using descriptive statistics, paired-sample t-tests, and ANCOVA to examine changes in civic science literacy while controlling for prior achievement and socioeconomic status. Multilevel modeling assesses classroom- and school-level effects on outcomes. Reliability analyses (Cronbach’s alpha) and construct validity checks (confirmatory factor analysis) are conducted on the literacy instrument. Qualitative data are analyzed through thematic analysis, guided by a codebook aligned to the civic reasoning, evidence appraisal, and public discourse dimensions of civic science literacy, with cross-case synthesis conducted to identify patterns of design success and contextual constraints. The study triangulates quantitative and qualitative findings to illuminate how design features—such as integrated socioscientific issues, collaborative inquiry, and authentic audience tasks—translate into measurable gains in students’ ability to analyze evidence, reason about public policy, and articulate science-informed positions. Expected findings include statistically significant improvements in civic science literacy scores for students taught with the design-based curriculum relative to baseline and to conventional instruction, with larger gains observed in schools with supportive leadership and resource capacity. Qualitative data are anticipated to reveal enhanced student agency, improved argumentation quality during debates, and increased teacher efficacy in facilitating inquiry-based discussions. The analysis is expected to show that sustained professional development for teachers, aligned assessment rubrics, and community partnerships (e.g., local government panels) are critical enablers of successful implementation and scalability. The study contributes to knowledge by articulating a replicable DBR-informed framework for embedding civic science literacy within secondary science curricula, detailing design principles, implementation strategies, and evaluation tools that can inform policy and practice. It advances understanding of how design-based interventions can bridge science content with civic competencies, offering evidence on educational conditions that optimize student engagement and reasoning about socioscientific issues. The main conclusion posits that a well-structured design-based curriculum, supported by ongoing professional development and authentic audience engagement, significantly enhances high school students’ civic science literacy and willingness to participate in science-informed civic discourse. Recommendations include scaling the design via district-wide professional learning communities, integrating cross-disciplinary modules with social studies, and developing longitudinal studies to assess the durability of literacy gains and their influence on students’ civic decisions beyond the classroom.