Financial Understanding: A Phenomenographic Access to Students' Concepts of Credits.

Autor/inn/en	Speer, Sandra; Seeber, Günther
Titel	Financial Understanding: A Phenomenographic Access to Students' Concepts of Credits.
Quelle	In: Journal of social science education, 12 (2013) 2, S. 42-52Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Text
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/jsse-646
Schlagwörter	Wissen; Empirische Untersuchung; Sekundarstufe II; Fachdidaktik; Phänomenografie; Sozialwissenschaftlicher Unterricht; Finanzen; Kreditwesen; Wirtschaftskunde; Hochschule; Deutschland
Abstract	Financial education has become a more popular part of general education in schools. Different social and economic backgrounds as well as experiences influence the students' conceptualization of the same financial phenomenon. Therefore, phenomenography is an appropriate research strategy for investigating students' deeper understanding of financial core concepts. Our research concentrates on 'credit' as a central phenomenon. Thirteen focus groups made up of secondary school students and university students in Germany discussed varying examples of taking out a loan. Systematizing students' conceptualizations, the outcome space consists of four main categories: attitudes, needs, credit terms and calculation. On a deeper level we found further subcategories. The results of our explorative study can guide a chronology of teaching different concepts as well as further research (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2014/2