A Study of the Basic Economic Concepts Presented in DEEP Curriculum Guides, Grades 7-12.
The article presents a study which reports on the actual sequencing and conceptual content of what is included in various courses offered under the rubric economic education, as reflected by a sampling of schools in the Developmental Economic Education Program. Much of the curriculum building associ...
| Publicado en: | Journal of Economic Education Vol. 14; no. 3; pp. 22 - 28 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Summer83
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=5422243&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 5422243 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220485 JMD jtl: Journal of Economic Education issn: 00220485 maglogo: N pubinfo: dt: Summer83 vid: 14 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 5422243 10.2307/1182854 ppf: 22 ppct: 6 formats: tig: atl: A Study of the Basic Economic Concepts Presented in DEEP Curriculum Guides, Grades 7-12. aug: au: Armento, Beverly J. affil: Associate Professor of Social Science Education, Georgia State University. su: Economics education Curriculum Schools Grading of students Students Learning sug: subj: Economics education Curriculum Schools Grading of students Students Learning ab: The article presents a study which reports on the actual sequencing and conceptual content of what is included in various courses offered under the rubric economic education, as reflected by a sampling of schools in the Developmental Economic Education Program. Much of the curriculum building associated with the social studies and economic education during the last 20 years has been guided by the spiraling conceptual approach and its underlying assumption that students could learn any conceptual idea provided its presentation was made in some appropriate manner. Remembering the size and nature of the sample, it appears that concepts which are more abstract, whose understanding is contingent upon' the understanding of prerequisite concepts, and which demand multiple causation thinking appear more often at the most advanced grade levels. Many of the macro concepts fit this description. Given the limited detail presented in the guides and the small number of guides specifically aimed for grades 8-9, it is difficult to assess the level of generalization inherent in the concepts studied at the various grade levels. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1983 holdings: @attributes: islocal: N |
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