Informelles Lernen und ökonomische Bildung

Schuhen, Michael; Kunde, Fabian

doi:10.1007/978-3-658-06174-6_35-1

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…discussions about lessons with friends or family, see Rudeloff, 2019). This distinction between different learning opportunities makes it clear that the learning opportunities for the development of economic competence are not exclusively located in school lessons (see also Rudeloff, 2019;Schuhen and Kunde, 2015). Rather, non-formal and informal learning opportunities can be seen as complements to and a foundation for formal learning opportunities (cf.…”

Section: Overview Of the State Of Research On Economic Competence Its Influencing Factors And Development Potential Through Learning Oppomentioning

confidence: 99%

Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts

Siegfried

Wuttke

2021

Citizenship, Social and Economics Education

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For many years empirical studies have repeatedly pointed to the need to improve the economic competence of adolescent and young adults. This demand is already reflected – at least in part – in the inclusion of economic content in the curriculum of general educational schools. However, the curricular implementation seems to be only partially comprehensive enough to sufficiently support the acquisition of economic competence, so that non-formal and informal learning opportunities do not lose their importance as a supplement to the general curriculum-based framework. The research situation, however, is hardly given with regard to empirical findings on the effectiveness of such learning opportunities for the acquisition of economic competence. Therefore, our intervention study examines the role of non-formal learning opportunities in the economic field as a supplement to normal economic teaching lessons and how these learning opportunities affect the competence development of students in general educational schools. The results show that the intervention group was able to improve its economic competence significantly more than the control group. Furthermore, it becomes clear that over the intervention period the influence of personal factors loses relevance for the prediction of economic competence, but only for the intervention group.

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Section: Overview Of the State Of Research On Economic Competence Its Influencing Factors And Development Potential Through Learning Oppomentioning

confidence: 99%

Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts

Siegfried

Wuttke

2021

Citizenship, Social and Economics Education

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“…The topic of physics was selected because it is a mandatory topic in secondary education curricula in all German federal states and all participants learned about this topic in school. In contrast, the topic of economics is not systematically taught in secondary education in Germany [46], which means most participants did not receive any significant formal training on that topic. Thus, we used both domains to be able to conduct a comprehensive analysis on graph understanding in domains the students were either well familiar or less familiar with.…”

Section: Tasksmentioning

confidence: 99%

Epistemic Network Analyses of Economics Students’ Graph Understanding: An Eye-Tracking Study

Brückner

Schneider

Zlatkin‐Troitschanskaia

et al. 2020

Sensors

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Learning to solve graph tasks is one of the key prerequisites of acquiring domain-specific knowledge in most study domains. Analyses of graph understanding often use eye-tracking and focus on analyzing how much time students spend gazing at particular areas of a graph—Areas of Interest (AOIs). To gain a deeper insight into students’ task-solving process, we argue that the gaze shifts between students’ fixations on different AOIs (so-termed transitions) also need to be included in holistic analyses of graph understanding that consider the importance of transitions for the task-solving process. Thus, we introduced Epistemic Network Analysis (ENA) as a novel approach to analyze eye-tracking data of 23 university students who solved eight multiple-choice graph tasks in physics and economics. ENA is a method for quantifying, visualizing, and interpreting network data allowing a weighted analysis of the gaze patterns of both correct and incorrect graph task solvers considering the interrelations between fixations and transitions. After an analysis of the differences in the number of fixations and the number of single transitions between correct and incorrect solvers, we conducted an ENA for each task. We demonstrate that an isolated analysis of fixations and transitions provides only a limited insight into graph solving behavior. In contrast, ENA identifies differences between the gaze patterns of students who solved the graph tasks correctly and incorrectly across the multiple graph tasks. For instance, incorrect solvers shifted their gaze from the graph to the x-axis and from the question to the graph comparatively more often than correct solvers. The results indicate that incorrect solvers often have problems transferring textual information into graphical information and rely more on partly irrelevant parts of a graph. Finally, we discuss how the findings can be used to design experimental studies and for innovative instructional procedures in higher education.

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“… 3. See Hill (2005: 88). Concerning the topic ‘Informal learning and economic education’ see Schuhen and Kunde (2015) …”

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confidence: 99%

Economic education via consumer advice programmes? Informal learning based on the example of the television help format ‘Out of Debt’

Schuhen

Neubauer

2015

Citizenship, Social and Economics Education

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Unlike historical and biological topics, economic topics are seldom dealt with in documentations on television. They are to be found in consumer advice programmes or recently in so-called help formats. Advice programmes of this kind which are based on the life story of a family or an individual person have meanwhile become an integral part of all television programmes. They are responding to the need for advice in society, which also includes economic issues and offensively resort to entertainment in order to achieve their goal (section 1). However, it remains unclear what the audience actually learns. Hill poses this question and formulates an 'idea of learning' that lies in store for the audience with these formats. With the help of a multistage test design, the television format 'Out of Debt' (section 3) shall be examined for a potential learning contribution among adolescent consumers (section 4).

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Informelles Lernen und ökonomische Bildung

Cited by 3 publications

References 23 publications

Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts

Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts

Epistemic Network Analyses of Economics Students’ Graph Understanding: An Eye-Tracking Study

Economic education via consumer advice programmes? Informal learning based on the example of the television help format ‘Out of Debt’

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