Informelles Lernen und ökonomische Bildung

Abstract

The authors argue that a large part of economic competencies in adolescents are likely to be acquired in informal settings because generally economic education is taught only to a small amount in German schools. In order to assess the very character and extend of informal learning in economic education the authors explain the theoretic background and present a pilot project (ECOS -Economic Competencies Study). We assume that performance in a simulated online environment is regarded as an indicator for competencies. With this method informally acquired competencies in economic education are to be quantitatively assessed. JEL-Classification: A21, I21

Computational linguistic assessment of textbook and online learning media by means of threshold concepts in business education

“…online magazines, news magazines, videos) [Maurer et al, 2019], social interactions on financial topics (e.g. as a consumer in a supermarket or buying a mobile phone) [Davies andMangan, 2007, Schuhen andKunde, 2016], or other behavior with economic relevance (e.g. retirement planning).…”

“…The present study, however, investigates textual features with regard to threshold concepts, based on linguistic considerations concerning specialized languages. Unlike in other industrial nations, business or economics has not yet been established as a school subject in Germany [Schuhen and Kunde, 2016]. The majority of first-year students at German universities usually have previous knowledge that was acquired in an informal context [cf.…”

Computational Linguistic Assessment of Textbooks and Online Texts by Means of Threshold Concepts in Economics

“…As current research suggests, students frequently come into contact with economic content in their everyday life by reading newspapers (Hoyt and McGoldrick, 2012). Especially in Germany, unlike in other industrial nations, business or economics has not yet been established as a school subject in Germany (Schuhen and Kunde, 2016). The majority of first-year students at German universities usually have previous knowledge that was acquired in an informal 1 context (cf.…”

“…In economic education in higher education in particular, a large amount of different media sources are frequently used because economic phenomena are the subject of everyday encounters and historical events (Simkins, 1999;Davies and Mangan, 2007;Meier, 2008;Hoyt and McGoldrick, 2012;Schuhen and Kunde, 2016). Traditionally, of course, the major learning resources are textbooks (Jadin and Zöserl, 2009;Maurer et al, 2019;Dalimunte and Pramoolsook, 2020), whose didactic purposes include, among others, the introduction of technical vocabulary.…”

“…Schumann et al, 2010). The first-year students' knowledge of economics often comes from various media that are not directly related to a learning-intended purpose (e.g., online magazines, news magazines, videos) (Maurer et al, 2019), social interactions on financial topics (e.g., as a consumer in a supermarket or buying a mobile phone) (Davies and Mangan, 2007;Schuhen and Kunde, 2016), or other behavior of economic relevance (e.g., retirement planning). Consequently, students may also use textbooks, Wikipedia and newspapers as central learning media in economic education.…”