Economic Models in German Textbooks: An Analysis of Textbooks for Teaching Economics in Upper Secondary School

Autor/in	Friebel-Piechotta, Stephan
Titel	Economic Models in German Textbooks: An Analysis of Textbooks for Teaching Economics in Upper Secondary School
Quelle	In: Journal of Social Science Education, 21 (2022) 2, S.81-113 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Friebel-Piechotta, Stephan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1611-9665
Schlagwörter	Models; Foreign Countries; Textbook Evaluation; Secondary Education; Economics Education; Content Analysis; Philosophy; Economic Factors; Germany + Suchen Sie Ihr Suchwort? Analogiemodell; Ausland; Sekundarbereich; Wirtschaftskunde; Inhaltsanalyse; Philosophie; Ökonomischer Faktor; Deutschland
Abstract	Purpose: The study investigated how economic models are presented in textbooks for upper secondary school in Germany, and which forms of engagement are initiated by tasks related to the models. Design/methodology/approach: The available textbooks for teaching economics in upper secondary school in Germany (n=47) were examined using a deductive qualitative content analysis according to Mayring (2015). The category scheme was developed on the basis of a target content concept for thinking in economic models in class. Findings: On the one hand, central economic models are discussed in many textbooks. On the other hand, there are gaps in the presentations and tasks on models in many textbooks. This is especially true for the use of models as analytical tools, but also for model reflection. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01