The primary purposes of this study were to assess the understanding and attitudes of teachers, to determine the interaction effects of certain variables, and to determine if there is a correlation between understanding of economic concepts and attitude toward economic education. The problem of the study was an assessment of the attitudes toward and understanding of economic concepts held by secondary school teachers in Arkansas who taught economics or economics-related subjects.

Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T12:47:44Z (GMT). No. of bitstreams: 1 Araujo_ReginaMagnaBonifaciode_D.pdf: 4049701 bytes, checksum: e4ec807d64db7a1d22e845bfc19e8b33 (MD5) Previous issue date: 2007 / Resumo: O objetivo deste trabalho foi investigar o pensamento econômico de crianças brasileiras, entre 9 e 11 anos, antes e após o desenvolvimento de um Programa de Educação Econômica. A principal relevância dessa investigação foi introduzir o estudo da formação do pensamento econômico em crianças, no contexto da pesquisa educacional no Brasil, trabalhando o tema a partir de um modelo de desenvolvimento das idéias econômicas, vinculado à perspectiva cognitivista e com influência do ambiente social e educativo. A pesquisa foi desenvolvida em três etapas. A primeira consistiu na tradução, adaptação e preparação do instrumento de medida, Escala TAE-N, desenvolvida e validada no Chile e replicada através deste trabalho no Brasil, com uma amostra de 132 crianças, alunos e alunas da 3ª e 4ª séries do Ensino Fundamental, da rede particular de ensino da cidade de São Bernardo do Campo, São Paulo. Ainda nesta fase, foi realizada, numa amostra de 30 crianças, uma entrevista clínica sobre o tema, com o propósito de caracterizar os sujeitos envolvidos. Os resultados desta primeira etapa mostraram, tendo como parâmetro os Níveis de Desenvolvimento do Pensamento Econômico proposto por Denegri, que as crianças apresentavam um pensamento econômico primitivo, orientado para uma compreensão específica dos fenômenos econômicos e com uma capacidade de estabelecer relações e explicar a realidade econômica a partir de suas vivências e das informações que recebem do meio familiar, escolar e da mídia. Na segunda etapa, foi desenvolvido com as turmas um Programa de Educação Econômica, intitulado ¿Educando para o Consumo Consciente¿, utilizando a metodologia de trabalho com projetos, numa perspectiva interdisciplinar e transversal. Na terceira e última etapa desta pesquisa, a Escala TAE-N foi novamente aplicada nos alunos. Verificou-se, nesta segunda aplicação, que todas as turmas apresentaram um aumento na média das pontuações, o que sinaliza um desenvolvimento na compreensão dos fenômenos econômicos. Os resultados indicaram, ainda, o crescimento igual nas diferentes idades e um melhor desempenho dos meninos em relação às meninas no espaço entre os tempos de aplicação da Escala. Em relação às turmas, todas apresentaram crescimento na segunda aplicação do TAE-N, embora em percentuais diferentes. As análises permitiram tanto uma compreensão mais específica de como as crianças brasileiras compreendem o mundo econômico, quanto uma visão mais abrangente da importância de se trabalhar esse tema no âmbito das escolas de Educação Básica / Abstract: The objective of this paper was to investigate the economic thought of Brazilian children, between nine and eleven years old, before and after the development of na Economic Education Program. Its mainly relevance was to introduce the economic thought formation study in children in the context of educational research in Brazil, working on the theme in a development model of economic ideas connected to the cognitivist perspective and with influence of the social and educative enviroments. This research was developed in three stages. The first consisted on the translation, adaptation and preparation of the measure tool, TAE-N scale, developed and checked in Chile and pealed through this research in Brazil, with a sample of 132 children, students of 3rd and 4th grades of the Elementary School, in a Private School in São Bernardo do Campo, São Paulo. Still at this stage, a clinical interview in a sample of 30 children was made with the purpose of characterizing them. The results of this first stage showed, by the parameters of the Development Levels of the Economic Thought, prepositioned by Denegri, that the children have presented a primitive economic thought, directed to a specific comprehention of the economic phenomena and with the capacity of creating relations and explain the economic reality from their own daily experiences and from the information they received from their familiar, schoolar and media enviroments. The second stage was developed with the classes of an Economic Education Program entitled ¿Educando para o Consumo Consciente¿, using the methodology of projects work, in a transversal and interdisciplinar perspective. Finally, at the third and last stage of this research, the TAE-N scale has been applied again on the students. It was verified that al the classes presented an increase in their medium scores, what signalyzes a development in the economic phenomena comprehention. The results indicated an equal growth in the different ages analyzed and a better performance of the boys than the one of the girls, during the application of the Scale. In concern to the classes, all of them presented knowledge growth in the second application of TAE-N, although in different percentuals. The analysis enabled a more specific comprehention of how the Brazilian children understand the economic world as well as more open view on the importance of working on this theme in the Elementary School enviroment / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação

The diploma thesis focuses on the topic of the economic education in the 50s of the 20th century. The issue is analyzed on the example of the University of Economics in Prague. The establishment of the University of Economics became an important milestone for the economic education in Czechoslovakia. The University of Economics was established in 1953 on the basis of the governmental regulation from 19th August 1952 No. 40/1952 Coll. regarding another changes in the organization of universities. It was stated that the studies would be for four years and the students would be able to choose from five faculties. This school was set up after the previous difficult development on the ground of the universities. The establishment of the University of Economics forewent cancelation, renaming and the establishment of different universities. These universities also concentrated on schooling in the area of economics. The legacy of the University of Economics can be seen in the continuity to the venerable University of Commerce, which belonged among the successful universities in our state. Furthermore, it undoubtedly helped to develop the origins of economics as a branch of science. The schooling on the universities in the 50s was influenced by Marxist-Leninist ideology, which was perceived as general truth at the time. The aim of the thesis is to clarify whether the University of Economics contributed to the development of the economic education in the 50s. The theoretical part of the thesis is focused on the analysis of the applied methodology. The applied methodology is a collection of knowledge - a social history. Moreover, there are discussed institutions and legislations foregoing the establishment of the University of Economics. In the practical part of the thesis is described the state of economics as a science in the 50s in Czechoslovakia and the importance of Marxism-Leninism and political economics for economy. In addition, there is outlined the development of economics as science during a certain period of time.

We have developed a computerized version of Charles Holt’s classical market game that can be used even in classes with a large audience. The Pit market game gives students intuitive access to the interaction of supply and demand in real-world markets. Even though trade can take place at non-uniform prices in the classroom game, the average price and the quantity traded are usually very close to the equilibrium values predicted by supply and demand curves. The classroom game can also be used for a lively discussion about the efficiency of markets or to show the consequences of taxes and regulatory interventions.

Der Test of Economic Literacy ist nach derzeitiger Quellenlage der wohl am häufigsten eingesetzte Test für die Identifikation von wirtschaftswissenschaftlichen Kenntnissen und Fertigkeiten im englischsprachigen Raum. Das grundlegende Verständnis von Wirtschaftswissen wird mithilfe eines individuellen Messkonzeptes überprüft, welches mehrere Themenbereiche der Volkswirtschaften berührt. Zusätzlich erfolgt eine taxonomische Zuordnung der Lernziele auf den verschiedenen Inklusionsstufen nach Bloom. Im Laufe der Zeit haben sich ebenso in Deutschland eine Reihe weiterer Testverfahren und Studien zur Vermessung der Ökonomischen Bildung herausgebildet, welche jedoch größtenteils nicht die gewünschte Akzeptanz mit sich bringen. In diesem Beitrag sollen die Konzeption und die historische Entwicklung des Test of Economy Literacy betrachtet werden, um eine solide Grundlage für die Konzeption weiterer Tests zu gewinnen.

It has been roughly 86 years since Gunnar Myrdal’s book “The Political Element in the Development of Economic Theory” was published, in which he declared economic thought and theory as being established by hidden ideological premises. As well as accusing modern economic theory of being the subject of a pseudo-scientific construct. As such, this study seeks to test Myrdal’s critical view on Swedish economic education in upper secondary school. The study also seeks to determine how teachers deal with objectivism in economic teaching, how they themselves view economy as a scientific method and what they feel is the most important to teach the new generation of Swedish citizens. To complement the theoretical standpoint, the study will also emphazise on discussing the problems of objectivism in social sciences. The data presented is the result of conducted observations on four classes in the Swedish upper secondary school, two of the observed classes are based around an economic focus while the two other are based on a social scientific focus. As a compliment to the observations made, the study will also present conducted interviews with the teachers present at said observed occasions. The core questions to be examined are: “How do teachers approach objectivism in economic teaching in classes determined by a social scientific- and economic focus?”; “Which aspects of economy and economic history are highlighted- and valued in (economic) education?” and “How is the relationship between economics and science viewed upon?”

It has been roughly 86 years since Gunnar Myrdal’s book “The Political Element in the Development of Economic Theory” was published, in which he declared economic thought and theory as being established by hidden ideological premises. As well as accusing modern economic theory of being the subject of a pseudo-scientific construct. As such, this study seeks to test Myrdal’s critical view on Swedish economic education in upper secondary school. The study also seeks to determine how teachers deal with objectivism in economic teaching, how they themselves view economy as a scientific method and what they feel is the most important to teach the new generation of Swedish citizens. To complement the theoretical standpoint, the study will also emphazise on discussing the problems of objectivism in social sciences. The data presented is the result of conducted observations on four classes in the Swedish upper secondary school, two of the observed classes are based around an economic focus while the two other are based on a social scientific focus. As a compliment to the observations made, the study will also present conducted interviews with the teachers present at said observed occasions. The core questions to be examined are: “How do teachers approach objectivism in economic teaching in classes determined by a social scientific- and economic focus?”; “Which aspects of economy and economic history are highlighted- and valued in (economic) education?” and “How is the relationship between economics and science viewed upon?”

No description available.

Der Test of Economic Literacy ist nach derzeitiger Quellenlage der wohl am häufigsten eingesetzte Test für die Identifikation von wirtschaftswissenschaftlichen Kenntnissen und Fertigkeiten im englischsprachigen Raum. Das grundlegende Verständnis von Wirtschaftswissen wird mithilfe eines individuellen Messkonzeptes überprüft, welches mehrere Themenbereiche der Volkswirtschaften berührt. Zusätzlich erfolgt eine taxonomische Zuordnung der Lernziele auf den verschiedenen Inklusionsstufen nach Bloom. Im Laufe der Zeit haben sich ebenso in Deutschland eine Reihe weiterer Testverfahren und Studien zur Vermessung der Ökonomischen Bildung herausgebildet, welche jedoch größtenteils nicht die gewünschte Akzeptanz mit sich bringen. In diesem Beitrag sollen die Konzeption und die historische Entwicklung des Test of Economy Literacy betrachtet werden, um eine solide Grundlage für die Konzeption weiterer Tests zu gewinnen.:1 Versuche der Vermessung in der ökonomischen Bildung 2 Der Test of Economic Literacy im Überblick 2.1 Anliegen und Anwendungsbereich 2.2 Entstehung und Weiterentwicklung 2.3 Inhalt und Aufbau 2.4 Durchführung 3 Die Auflagen des Test of Economic Literacy im diachronen Vergleich 3.1 Formale Änderungen: Zahl der Multiple-Choice Fragen und der Ankeritems 3.2 Sprachliche Änderungen 3.3 Testkritische Änderungen 3.4 Inhaltliche Änderungen 4 Resümee und Ausblick Literaturverzeichnis

No description available.