Evaluation of the Impact of Civic Judgment as an Interactive Strategy for Addressing Ethical Dilemmas in Tenth-Year Basic Education Students in the Social Sciences Subject at Unidad Educativa Eloy Alfaro.
Keywords:
civic judgment, ethical dilemmas, students, educational strategy, impactAbstract
This study explored the impact of Civic Judgment as an interactive tool for resolving ethical dilemmas in tenth-year basic education students within the Social Sciences subject. It examined how this strategy contributed to students' cognitive, emotional, and ethical development, as well as their ability to reflect on and make decisions regarding ethical dilemmas in an educational context. Previous research indicated that Civic Judgment is a valuable resource for teaching ethical dilemmas in the classroom; however, it also highlighted the need to better understand the factors influencing its implementation and effectiveness. This study employed a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive understanding of the impact of this educational strategy. A descriptive method was used to detail the effects of Civic Judgment on students and their ability to address ethical dilemmas. As part of the process, a pre-test was applied to assess teachers' and students' prior knowledge, establishing a baseline, followed by a post-test to measure changes after implementing the strategy. Teachers considered addressing ethical dilemmas in the classroom essential and viewed Civic Judgment as an effective method for teaching ethics. Additionally, most had previously used this strategy and believed students would actively engage in the process, indicating widespread acceptance of this approach.
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