Literaturnachweis - Detailanzeige
| Autor/inn/en | Williams, Peter; Morton, Jason K.; Christian, Beverly J. |
|---|---|
| Titel | Enhancing Financial Literacy in Children 5-12 Years Old Using Authentic Learning within a School Market Garden Programme |
| Quelle | In: Education 3-13, 50 (2022) 3, S.361-374 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Christian, Beverly J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4279 |
| DOI | 10.1080/03004279.2020.1851741 |
| Schlagwörter | Money Management; Elementary School Students; Authentic Learning; Foreign Countries; Gardening; Teacher Attitudes; Teaching Methods; Student Attitudes; Elementary School Teachers; Australia |
| Abstract | This research aims to contribute to the literature on embedding financial literacies in a school market garden programme. It seeks to do this by using one school market gardening programme in an Australian primary education setting as a case study, exploring its role and perceived benefits in developing financial literacies in students. This research utilised a qualitative research design, adopting semi-structured interviews to allow for emerging ideas, focus groups involving parents, student cohorts and garden volunteers, and participant observation to enhance data collection for triangulation. The results show that students involved in the market garden programme had positive experiences relating to their learning of financial literacies. This article proposes several recommendations that may further develop the financial literacy learning outcomes of students. These recommendations are grouped into two main themes: (1) involving students more in the management of the programme; and (2) improved record keeping. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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