Slavery Revisited: Using Economic Reasoning to Teach about the Past and Present

Patterson, Jennifer

doi:10.1080/00377990209599879

Cited by 7 publications

(5 citation statements)

References 5 publications

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“…It therefore can be said that teacher candidates have positive attitudes towards learning academic subjects. Nevertheless, studies have revealed that teachers are unwilling and uneasy and have negative attitudes while teaching academic subjects and they are more concerned about economy as compared to any other social sciences discipline (Walstad & Watts, 1985;Highsmith, 1990;Patterson 2002;Vargha, 2004). On the other hand, Staubs (2007) asserted that as teacher candidates are more idealist during school years, their beliefs and attitudes to do with teaching economic subjects within the Social Studies program could be positive.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Economic Literacy Levels of Social Studies Teacher Candidates

Akhan¹

2015

WJE

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The purpose of this study is to determine the levels of economic literacy -an important component of being a good citizen -among seniors studying at social studies teacher program which aims at cultivating good citizens and to find out its relationships in terms of various variables. The quantitative sample of the study was comprised of 726 senior teacher candidates studying at Social Studies Teacher Education Program of the universities from seven different regions in 2013-2014 academic year. The qualitative sample included 436 teacher candidates from the quantitative sample. An Economic Literacy Questionnaire was used to determine the economic literacy levels of teacher candidates and the questionnaire was made up of 3 sections as personal data form, economic literacy test and a student opinion form on the topics of economic literacy. The results from the study revealed that economic literacy levels of social studies teacher candidates were found to be moderate, which also seemed to be supported by the responses of teacher candidates. Based on the results, it is thought to be helpful to increase the number of economics classes in the undergraduate program in order to the increase the economic literacy levels of teacher candidates.

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Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Economic Literacy Levels of Social Studies Teacher Candidates

Akhan¹

2015

WJE

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“…Araştırmalar, Sosyal Bilgiler öğretmenlerinin, sosyal bilimler içerisinde en fazla ekonomiye karşı kaygılı olduklarını, ekonomiyi gönülsüz bir şekilde ve belli bir miktar endişeyle öğrettiklerine değinmektedir (Patterson, 2002). Ayrıca araştırmalar öğretmenlerde ekonomi bilgisi ve ekonomi öğretmek için kendilerine güven eksikliği ve öğretilmesi gereken ekonomi kavramlarına aşina olmadıklarına işaret etmektedir (Gonzalez, 2006).…”

Section: Gđrđşunclassified

“…Araştırmalar ayrıca öğretmenlerin ekonomi konularını öğretirken gönülsüz, endişeli ve olumsuz tutum içinde olduklarını ve herhangi bir diğer Sosyal Bilim disiplinine göre ekonomiye karşı daha fazla kaygılı olduklarını göstermektedir. Ayrıca öğretmenlerin ekonomiyi öğretemediklerini, Güz-2014 Cilt:13 Sayı:51 (209-225) www.esosder.org Autumn-2014 Volume:13 Issue:51 223 ekonomi konularını anlatırken öğretim yöntemlerinde yeterince tecrübeli olmadıklarını ve ekonomi konularını öğretme becerilerine güvenmediklerini ortaya koymaktadır (Walstad & Watts, 1985;Highsmith, 1990;Patterson 2002;Vargha, 2004). Fakat Staubs (2007) çalışmasında, öğretmen adaylarının okul yılları boyunca daha idealist oldukları için Sosyal…”

Section: Tartişma Sonuç Ve öNerđlerunclassified

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Ekonomi̇ Kavramlarini Anlama Düzeyleri̇

Kılıçoğlu¹,

Akhan²

2014

Elektronik Sosyal Bilimler Dergisi

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Nadire Emel AKHAN 2 ÖzBu araştırmanın amacı, Sosyal Bilgiler öğretmen adaylarının ekonomi ile ilgili kavramları anlama düzeylerini tespit etmektir. Tarama modelinde olan araştırmanın çalışma grubunu, Sosyal Bilgiler öğretmenliği son sınıfında öğrenim görmekte olan 107 öğretmen adayı oluşturmaktadır. Araştırmada, sosyal bilgiler eğitimi lisans programında yer alan ekonomi dersi çerçevesinde 24 kavram tespit edilmiştir. Öğretmen adaylarının belirlenen bu kavramlara yönelik anlama düzeylerini ve kavram yanılgılarını tespit etmek amacıyla araştırmacılar tarafından hazırlanmış, kısa cevaplı ve açık uçlu 24 sorudan oluşan yarı yapılandırılmış soru formu kullanılmıştır. Öğrencilerin ilgili kavramlara verdikleri cevaplar "anlama", "sınırlı anlama", "yanlış anlama", "cevap verememe" kategorilerine göre betimsel analiz yöntemiyle değerlendirilmiştir. Araştırmadan elde edilen verilerin analizi neticesinde öğretmen adaylarının özellikle "faiz, rant, meta, hizmet, arz, piyasa, deflasyon, devalüasyon" kavramlarıyla ilgili yanlış anlamalara (kavram yanılgısı) sahip oldukları belirlenmiştir. Öğretmen adaylarının "ekonomi, üretim, emek, sermaye, girişimci, kaynak, kâr, talep, yatırım, istihdam, enflasyon, revalüasyon" kavramlarını sınırlı anlama düzeyinde bildikleri tespit edilmiştir. Öğretmen adaylarının "mal, pazar, ithalat, ihracat" kavramlarını ise anlama düzeyinde bildikleri sonucuna ulaşılmıştır.Anahtar Kelimeler: Ekonomi kavramı, kavram yanılgısı, sosyal bilgiler eğitimi, öğretmen adayı AbstractThe aim of this study is to analyse the levels of understanding of the social studies teacher candidates towards the economy concepts. The study group of the research in the survey model consisted of 107 senior teacher candidates from the department of social studies teaching. 24 concepts were determined with the scope of the economy course taught in the social studies teaching undergraduate program. A semi -structured concept scale that was prepared by the researchers and that had 24 short -answered and open -ended questions was used to find out the levels of understanding of the teacher candidates towards these concepts and the misconceptions on these concepts. The candidates' answers to the related concepts were evaluated by the method of descriptive analysis according to the categories of 'understanding', 'limited understanding', 'misunderstanding', 'can't answer'. It was found out in the result of the data analysis that the teacher candidates had misunderstandings (misconceptions) especially related to the concepts of "interest, unearned income, commodity, service, supply, market, deflation, devaluation". It was also found out that the teacher candidates knew the concepts of "economy, production, labour, market, entrepreneur, resource, interest, demand, investment, employment, inflation, revaluation" in the level of limited understanding. It was concluded that they knew the concepts of "goods, market, import, export" in the level of understanding.

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“…Öğrenciler için etkinlik temelli ekonomi dersleri hiç şüphesiz canlandırmalara dayalı uygulamalar olacaktır (örnek fotoğraf 1 ve 2). Rol oynama, canlandırmalar, oyunlar birçok kez ekonomi öğretiminde denenmiştir ve başarılı sonuçlar elde edilmiştir (Gonzalez, 2006 (Highsmith, 1990;Patterson, 2002…”

Section: Adim Adim Ekonomi̇ Okuryazari Olmakunclassified

Adim Adim Ekonomi̇ Okuryazarliği: Sosyal Bi̇lgi̇ler Dersleri̇ İçi̇n Nati̇f Yollar

Akhan¹

2013

adyusbd

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The aim of this study is to give suggestions increasing the economy literacy levels of the students at the primary school level. The alternative ways were presented to the teachers for the Social Studies lessons by examining the samples in the literature in this direction. This study is in the literature scanning model. Today's students shall face with more complicated economy subjects while making the decisions that will affect their lives when they became adults. The individuals not literate economically and who are void of applying the economic judgment skills, shall consider the economic problems faced by them when both they were young and also they became adults complicated and threatening. The young people can understand the global economy only when learned the economy subjects and thus they have roles much better in their country's economic system. Therefore it is quite important for today's young people to understand how the economy affects the humans' lives in the triangle of the producer, consumer and good citizen. The activities to be applied by the teachers in the Social Studies lessons while they teach the economy subjects, shall help to the teachers to learn the economy subjects seem hard and complicated in both enjoyable and also permanent ways.

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Slavery Revisited: Using Economic Reasoning to Teach about the Past and Present

Cited by 7 publications

References 5 publications

Economic Literacy Levels of Social Studies Teacher Candidates

Economic Literacy Levels of Social Studies Teacher Candidates

Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Ekonomi̇ Kavramlarini Anlama Düzeyleri̇

Adim Adim Ekonomi̇ Okuryazarliği: Sosyal Bi̇lgi̇ler Dersleri̇ İçi̇n Nati̇f Yollar

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