Main Content
Session Information
02 SES 13 A, Education and Transition: Economic Competence and Financial Literacy
Symposium
Contribution
The investigation of informal conceptions has a longstanding tradition in science learning whereas comparable efforts regarding economic issues are relatively scarce. The research study to be presented here aims to contribute to filling this gap by exploring adolescents’ informal conceptions of the European financial and economic crisis. It intends (a) to describe these conceptions, and (b) to identify possible individual differences as well as to explore whether and how they may vary for countries in which the crisis is more noticeable than in others. A total of 658 respondents of the target group from Italy and Switzerland filled in an open-ended questionnaire in which they were asked to explain what they perceive as causes and consequences of the crisis. Analyses of the data encompassed inductive content categorical analyses as well as descriptive and comparative analyses. Among others, 22 categories of perceived causes emerged which can be grouped into three broader visions: a) a vision which attributes the crisis to systemic and international factors b) a vision which cites specific national factors and c) a personalized vision which interprets the economic crisis in terms of troublesome individual consequences. Moreover, significant differences between the two countries occurred.
References
Aprea, C. (2015). Secondary school students’ informal conceptions of complex economic phenomena: Findings and implications for the design of formal curricula and instruction. International Journal of Educational Research, 29, 12-22. Berti, A.E.,& Bombi, A.S. (1988). The child’s construction of economics. Cambridge: Cambridge University Press. Lundholm, C & Davies, P (2013). Conceptual change in the social sciences. In S. Vosniadou (Ed.) International handbook of research on conceptual change (pp. 288-304). New York: Routledge. UNICEF (2014). Children of the recession. The impact of the economic crisis on child well-being in rich countries. Innocenti Report Card 12, UNICEF Office of Research, Florence.
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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Network 20. Research in Innovative Intercultural Learning Environments
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Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
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Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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