초등학생 경제 지식에 영향을 미치는 요인

서지정보

ㆍ발행기관 : 경인교육대학교 교육연구원 ㆍ수록지정보 : 교육논총
ㆍ저자명 : 한진수

목차

Ⅰ. 머리말
Ⅱ. 모형 설정
Ⅲ. 추정 결과
Ⅳ. 맺음말
참고문헌
Abstract

한국어 초록

경제학의 세계는 매우 복잡하기는 하지만 이런 경제학의 세계를 이해하기 위해서는 경제학의 기본 개념을 제대로 이해하고 그것을 현실 경제에 적용하는 법을 배우는 것이 필수적이다. 이에 따라 학교에서도 경제 교육의 중요성을 강조하고 있지만 경제 교육을 받은사람들의 경제에 대한 이해가 충분하지 못하다는 점에서 현재 이루어지고 있는 경제 교육의 효과에 대해서 반드시 긍정적인 평가를 내리기는 힘들다.1) 또 학교를 졸업한 이후에도우리 나라 사람들은 경제 관련 사건이나 논쟁에 대해 커다란 관심을 보이고 있고 정부 역시 고도 성장과 경제를 강조하고 있지만 정작 우리 나라 사람들이 경제에 대해 많은 지식을 지니고 있다고 확신하기 어렵다.

영어 초록

The objectives of this study are to explain the extent of economic understanding
and to identify the factors affecting economic knowledge of elementary school
students. This study relates economic test scores to the characteristics of
students in a production function model. The survey contains 20 questions
testing economic knowledge and gathers information on the gender, the number
of family members, parents' academic career, reading newspapers, attitudes
toward social studies, and pocket money. For the sample of 527 elementary
school students of grades five and six, the mean score is 61.1 points.
Two basic conclusions can be drawn from the study. First, economic
knowledge of elementary school students is affected by the level of father's
education, but not mother's education. Students whose father had completed
some college scored 9-10 points higher than students whose father only a high
school education or less. Second, there is significant effect of favorable attitudes
towards social studies on economic knowledge. Students with neutral attitudes
towards social studies scored 4 points higher and students with favorable
attitudes scored 9-10 points higher than students who dislike social studies.
The estimated coefficients of the amount of pocket money and the number of
family members are also positive but their statistical significance varies
depending upon estimated equations. On the other hand, the estimation results
show that the variables such as grade, gender, and reading newspapers are
statistically insignificant in explaining economic knowledge of elementary school
students.
Although it is heartening to see that students with some characteristics do score higher on economic test than others, it is premature to conclude that
those are the most critical factors determining economic knowledge. Further
studies are needed in two directions. One is to extend the sample to various
groups, for example, high school students, college students, adults, and teachers.
And the other is to add teacher, class, and school characteristics as independent
variables in the production function.

참고 자료

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