This document discusses strategies for teaching economics education. It recommends introducing economic concepts simply in early grades and increasing complexity as students mature. It warns against traditional lecturing and overwhelming students with facts without developing skills. Effective economics education should be analytical, problem-oriented, and decision-oriented by applying tools to real issues. Students should learn to follow scientific inquiry by observing, hypothesizing, testing, and deciding on plans of action. The goal is to produce attitude changes in students and encourage commitment to views on economic issues.
This document discusses strategies for teaching economics education. It recommends introducing economic concepts simply in early grades and increasing complexity as students mature. It warns against traditional lecturing and overwhelming students with facts without developing skills. Effective economics education should be analytical, problem-oriented, and decision-oriented by applying tools to real issues. Students should learn to follow scientific inquiry by observing, hypothesizing, testing, and deciding on plans of action. The goal is to produce attitude changes in students and encourage commitment to views on economic issues.
This document discusses strategies for teaching economics education. It recommends introducing economic concepts simply in early grades and increasing complexity as students mature. It warns against traditional lecturing and overwhelming students with facts without developing skills. Effective economics education should be analytical, problem-oriented, and decision-oriented by applying tools to real issues. Students should learn to follow scientific inquiry by observing, hypothesizing, testing, and deciding on plans of action. The goal is to produce attitude changes in students and encourage commitment to views on economic issues.
This document discusses strategies for teaching economics education. It recommends introducing economic concepts simply in early grades and increasing complexity as students mature. It warns against traditional lecturing and overwhelming students with facts without developing skills. Effective economics education should be analytical, problem-oriented, and decision-oriented by applying tools to real issues. Students should learn to follow scientific inquiry by observing, hypothesizing, testing, and deciding on plans of action. The goal is to produce attitude changes in students and encourage commitment to views on economic issues.
From Juan Manuel, Sourcebook in Philippine Education
Reported by: Alvin B. Balaba Economics Education • Fits beautifully with the conceptional approach in the teaching of social studies. • According to which, a concept should be taught first in its simplest form in grade one or even kindergarten and as the grade maturity levels of children increase, the concept should also increase in complexity and difficulty. • It can permeate such field in the social studies as geography, civics, history, government, sociology and anthropology. Pitfalls that Teachers of Economics Should Avoid
• Adherence to the traditional form of teaching
economics education. • Stuffing students with economic facts and information. • Overwhelming students with mass of information while little is done to develop certain skills of economic logic. • Discussing economic laws and theories above heads of the students, or in the abstract. Characteristics of Economics Education (Villegas)
• The course must be highly analytical in content
– Emphasis on the acquisition of certain tools of analysis that students can use to evaluate a wide range of socio-economic issues. • It must be problem-oriented – The analytical tools must be learned in the context of actual problems. • It must be decision-oriented – Students must make certain decisions or course of action regarding the issues currently faced by the country. In developing Economic Reasoning
• Students must be convincingly shown that
economics must follow all the indispensable steps of scientific inquiry. – Observation and Assumptions – Hypotheses formulation – Testing of the hypothesis through statistical inferences – Students can decide on a plan of action Conclusion
• The ultimate test of effectiveness of any course is
whether the course has produced desirable attitude changes in the students. • The final touch should be giving the students encouragement to commit themselves to certain views and actions regarding economic issues brought up in class.