A theoretical model of concept learning in economics:
A paradigm for learning economic concepts based on cognitive development and learning theory is offered as a guideline for teaching and research. Discussion is divided into two sections. The first section establishes the model's theoretical framework, which is based on two propositions. The fir...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Mikrofilm Buch |
| Sprache: | English |
| Veröffentlicht: |
Bloomington, Ill.
ERIC
1984
|
| Ausgabe: | Rev. ed. |
| Schriftenreihe: | Studies in economic education
10 |
| Schlagworte: | |
| Zusammenfassung: | A paradigm for learning economic concepts based on cognitive development and learning theory is offered as a guideline for teaching and research. Discussion is divided into two sections. The first section establishes the model's theoretical framework, which is based on two propositions. The first of these is that economic knowledge is not a fixed category but a continuum of three knowledge types. These are: Socially Egocentric Knowledge, experiential knowledge based on a child's exposure to normal economic interactions; Socially Relevant Knowledge, based on wider social awareness of economic events; and Expert Knowledge, grounded in an abstract-theoretical understanding of economic events. The second proposition is that there are three age-correlated levels of economic concept attainment, labled as Concrete-Definitional, Functional-Experiential, and Abstract-Formal. By combining these 2 propositions, a 9-part structure of the economic learning process is formulated. This structure is analyzed, part by part, in section 2. Each part is identified and its learnable concepts, constraints, and corresponding age groups are elaborated. A chart clarifies and summarizes the model. (Lp) |
| Beschreibung: | Mikroreprod. d. Ausg. Lacrosse : Wisconsin Univ., 1983. 30 S. |
| Beschreibung: | 1 Mikrofiche 24x |
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| 520 | 3 | |a A paradigm for learning economic concepts based on cognitive development and learning theory is offered as a guideline for teaching and research. Discussion is divided into two sections. The first section establishes the model's theoretical framework, which is based on two propositions. The first of these is that economic knowledge is not a fixed category but a continuum of three knowledge types. These are: Socially Egocentric Knowledge, experiential knowledge based on a child's exposure to normal economic interactions; Socially Relevant Knowledge, based on wider social awareness of economic events; and Expert Knowledge, grounded in an abstract-theoretical understanding of economic events. The second proposition is that there are three age-correlated levels of economic concept attainment, labled as Concrete-Definitional, Functional-Experiential, and Abstract-Formal. By combining these 2 propositions, a 9-part structure of the economic learning process is formulated. This structure is analyzed, part by part, in section 2. Each part is identified and its learnable concepts, constraints, and corresponding age groups are elaborated. A chart clarifies and summarizes the model. (Lp) | |
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| author | Lephardt, Noreen E. Lephardt, George P. |
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| illustrated | Not Illustrated |
| indexdate | 2024-07-09T17:27:23Z |
| institution | BVB |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-005909319 |
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| physical | 1 Mikrofiche 24x |
| publishDate | 1984 |
| publishDateSearch | 1984 |
| publishDateSort | 1984 |
| publisher | ERIC |
| record_format | marc |
| series | Studies in economic education |
| series2 | Studies in economic education |
| spelling | Lephardt, Noreen E. Verfasser aut A theoretical model of concept learning in economics Lephardt, Noreen E. ; Lephardt, George P. Rev. ed. Bloomington, Ill. ERIC 1984 1 Mikrofiche 24x txt rdacontent h rdamedia he rdacarrier Studies in economic education 10 Mikroreprod. d. Ausg. Lacrosse : Wisconsin Univ., 1983. 30 S. A paradigm for learning economic concepts based on cognitive development and learning theory is offered as a guideline for teaching and research. Discussion is divided into two sections. The first section establishes the model's theoretical framework, which is based on two propositions. The first of these is that economic knowledge is not a fixed category but a continuum of three knowledge types. These are: Socially Egocentric Knowledge, experiential knowledge based on a child's exposure to normal economic interactions; Socially Relevant Knowledge, based on wider social awareness of economic events; and Expert Knowledge, grounded in an abstract-theoretical understanding of economic events. The second proposition is that there are three age-correlated levels of economic concept attainment, labled as Concrete-Definitional, Functional-Experiential, and Abstract-Formal. By combining these 2 propositions, a 9-part structure of the economic learning process is formulated. This structure is analyzed, part by part, in section 2. Each part is identified and its learnable concepts, constraints, and corresponding age groups are elaborated. A chart clarifies and summarizes the model. (Lp) Modell (DE-588)4039798-1 gnd rswk-swf Wirtschaftspädagogik (DE-588)4066486-7 gnd rswk-swf Begriffslernen (DE-588)4144315-9 gnd rswk-swf Wirtschaftspädagogik (DE-588)4066486-7 s Begriffslernen (DE-588)4144315-9 s Modell (DE-588)4039798-1 s DE-604 Lephardt, George P. Verfasser aut Studies in economic education 10 (DE-604)BV008902997 10 |
| spellingShingle | Lephardt, Noreen E. Lephardt, George P. A theoretical model of concept learning in economics Studies in economic education Modell (DE-588)4039798-1 gnd Wirtschaftspädagogik (DE-588)4066486-7 gnd Begriffslernen (DE-588)4144315-9 gnd |
| subject_GND | (DE-588)4039798-1 (DE-588)4066486-7 (DE-588)4144315-9 |
| title | A theoretical model of concept learning in economics |
| title_auth | A theoretical model of concept learning in economics |
| title_exact_search | A theoretical model of concept learning in economics |
| title_full | A theoretical model of concept learning in economics Lephardt, Noreen E. ; Lephardt, George P. |
| title_fullStr | A theoretical model of concept learning in economics Lephardt, Noreen E. ; Lephardt, George P. |
| title_full_unstemmed | A theoretical model of concept learning in economics Lephardt, Noreen E. ; Lephardt, George P. |
| title_short | A theoretical model of concept learning in economics |
| title_sort | a theoretical model of concept learning in economics |
| topic | Modell (DE-588)4039798-1 gnd Wirtschaftspädagogik (DE-588)4066486-7 gnd Begriffslernen (DE-588)4144315-9 gnd |
| topic_facet | Modell Wirtschaftspädagogik Begriffslernen |
| volume_link | (DE-604)BV008902997 |
| work_keys_str_mv | AT lephardtnoreene atheoreticalmodelofconceptlearningineconomics AT lephardtgeorgep atheoreticalmodelofconceptlearningineconomics |