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ERIC Number: ED372003
Record Type: Non-Journal
Publication Date: 1993-Nov-19
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Economic Concept Acquisition: Experiential Versus Experience-Based Learning and Instruction.
Laney, James D.
This study explored the effect of experiential and experience-based approaches to learning and instruction on transitional first grade students' (a) acquisition and use of economic concepts and (b) economic reasoning ability as indicated by the presence or absence of misconceptions about economic concepts. A pretest-posttest control group design was utilized, and students were randomly assigned to two groups. One group used dictation of language experience stories, while the other used an inquiry-oriented debriefing session following 12 classroom market days. No significant differences existed between the groups at the pretest. At the posttest, students in the experience-debriefing group scored significantly higher on an understanding-of-economic-concepts measure than the experience-dictation group. After adding a debriefing-only control group, statistically significant differences were revealed at the posttest: (1) the combined means of the experience-debriefing and debriefing-only groups were higher than the mean of the experience-dictation group; and (2) the mean of the experience-debriefing group was higher than the mean of the debriefing group. The findings suggested that experience-based approaches were superior to experiential approaches in teaching economic concepts and that experience-based economic instruction could foster the development of economic reasoning ability among young children by dispelling misconceptions. Implications from the study discussed the need for early economic education, concept instruction across the disciplines, and early childhood education. Contains 28 references. (Author/CK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Meadows Foundation, Dallas, TX.
Authoring Institution: N/A
Identifiers - Location: Texas