Civic perspective-taking: Examining how young children engage with locally relevant public issues

Q3 Social Sciences

Citizenship Teaching and Learning Pub Date : 2019-10-01 DOI:10.1386/ctl_00011_1

W. Toledo

引用次数: 4

Abstract

Abstract This manuscript examines the civic perspective-taking of second-grade students in three majority non-white classrooms as they participated in a civics unit with a perspective-taking focus. Specifically, this work examines student learning related to key concepts within the unit through analyses of individual student work samples and small group work and discussions. Based on these data, a rubric of learning civic perspective-taking and related concepts is presented. Patterns in student work are examined through three student exemplars that demonstrate advanced, developed and limited levels of understanding of key concepts throughout the unit. Larger patterns of student understandings from these three classrooms are also discussed.

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公民视角:研究幼儿如何参与当地相关的公共问题

摘要:本文研究了三所非白人班级的二年级学生在以观点采取为重点的公民单元中的公民观点采取情况。具体来说，这项工作通过分析个别学生的工作样本和小组工作和讨论来检查学生在单元内与关键概念相关的学习。在此基础上，提出了公民换位思考的学习大纲和相关概念。学生作业的模式通过三个学生范例来检验，这些学生范例展示了对整个单元关键概念的高级、发展和有限的理解水平。本文还讨论了学生从这三个课堂中理解的更大模式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Citizenship Teaching and Learning Social Sciences-Social Sciences (all)

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Citizenship Teaching & Learning is published in partnership with the Children’s Identity and Citizenship in Europe Association (CiCea). Citizenship Teaching & Learning is global in scope, exploring issues of social and moral responsibility, community involvement and political literacy. It is a double-blind peer-reviewed journal that advances academic and professional understandings within a broad characterization of education, focusing on a wide range of issues including identity, diversity, equality and social justice within social, moral, political and cultural contexts.