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Developing and Implementing a General Education Course Model to Enhance Civic Scientific Literacy : A Case Study of H University

  • The Journal of General Education
  • 2025, (32), pp.85~124
  • DOI : 10.24173/jge.2025.07.31.3
  • Publisher : Da Vinci Mirae Institute of General Education
  • Research Area : Social Science > Education > Field of Education > General Education
  • Received : June 24, 2025
  • Accepted : July 16, 2025
  • Published : July 31, 2025

Choi, Jae Hee 1,  Jung, Hye Kyung 2

1한국외국어대학교
2강남대학교

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ABSTRACT

This study aimed to develop a general education course model for enhancing civic scientific literacy in university and to analyze its effectiveness through actual classroom implementation. Civic scientific literacy is defined as an integrative competency that extends beyond the mere understanding of scientific knowledge to include the ability to interpret, communicate, and participate in science within social contexts. Accordingly, the course was designed not only to deliver scientific knowledge, but also to engage students in interpreting such knowledge within societal frameworks and participating in problem-solving processes. The effectiveness of the course was measured through pre- and post-surveys focusing on students' self-efficacy in civic scientific literacy and their understanding of scientific concepts. The course content was structured around key components: understanding scientific concepts, applying scientific knowledge and identifying misinformation, interpreting and evaluating scientific information, and engaging in critical reception and participatory practices. Through this process, students enhanced their understanding of the connections between scientific knowledge and real-life or socio-scientific issues, as well as their efficacy in civic science literacy. Notably, statistically significant improvements were observed in areas such as critical reception, real-world application, and scientific communication skills. In some domains, meaningful qualitative changes, such as shifts in perception and conceptual restructuring, were also identified. These findings suggest that education for civic scientific literacy goes beyond traditional science knowledge transmission and represents a practical pedagogical approach that facilitates learners’ transformative awareness and encourages social engagement. Furthermore, this study provides foundational insights into how general science education in universities can be expanded toward more practice-oriented directions, while also empowering students to engage as active citizen scientists.

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