This study examines how a project-based civics curriculum emphasizing locally relevant issues developed students’ civic perspective-taking by creating discursive spaces for students to make connections with content. The underlying aim of the curriculum was to foster deliberative social studies classrooms by developing students’ civic perspective-taking on local issues. This article uses thematic analysis of student discussions (i.e., verbal contributions) and writing assessments (i.e., written contributions) to identify and describe the types of connections students made. Our findings show that students made three types of connections with content using the civic perspective-taking framework: (a) realizing thematic connections among the issues to identify larger societal themes, (b) making personal connections to content, and (c) making connections to larger issues as they consider the public good. We found that students engaged in civic thinking in ways new to them, which prompted the research team to update and reconceptualize the framework for civic perspective-taking.

中文翻译：

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重新概念化公民观点

本研究探讨了强调当地相关问题的基于项目的公民课程如何通过为学生创造与内容建立联系的话语空间来培养学生的公民观点。该课程的基本目的是通过培养学生对地方问题的公民观点，培养审慎的社会研究课堂。本文使用学生讨论（即口头贡献）和写作评估（即书面贡献）的主题分析来识别和描述学生建立的联系类型。我们的研究结果表明，学生使用公民观点采择框架与内容建立了三种类型的联系：（a）实现问题之间的主题联系以识别更大的社会主题，（b) 与内容建立个人联系，以及 ( c ) 在考虑公共利益时与更大的问题建立联系。我们发现学生以新的方式参与公民思维，这促使研究团队更新和重新概念化公民观点采择框架。