Suchergebnisse

Vor dem Hintergrund der zunehmenden Popularität des DBR-Ansatzes zielt der vorliegende Beitrag darauf ab, die Grundidee und Verfahrensweise dieser Forschungsmethodologie zu skizzieren sowie unter Rekurs auf ein Beispiel aus dem Bereich der universitären Lehrerbildung deren potentiellen Nutzen für die wirtschaftspädagogische Forschung und Praxis zu demonstrieren. Zu diesem Zweck werden einleitend der Entstehungskontext design-basierter Forschung und der inhaltliche Rahmen des Beispielprojekts vorgestellt. Im Anschluss daran werden die zentralen Merkmale des DBR-Ansatzes sowie dessen forschungsmethodische Prinzipien erörtert und anhand des Beispiels verdeutlicht. In einem weiteren Schritt wird thematisiert, welche Produkte aus design-basierter Forschung resultieren. Die Ausführungen enden mit einem Fazit, in dem einige Vorzüge und Schwierigkeiten dieser Forschungsmethodologie zur Diskussion gestellt werden. (DIPF/Orig.).

This Handbook presents in-depth research conducted on a myriad of issues within the field of financial literacy. Split into six sections, it starts by presenting prevalent conceptions of financial literacy before covering financial literacy in the policy context, the state and development of financial literacy within different countries, issues of assessment and evaluation of financial literacy, approaches to teaching financial literacy, and teacher training and teacher education in financial literacy. In doing so, it provides precise definitions of the construct of financial literacy and elaborates on the state and recent developments of financial literacy around the world, to show ways of measuring and fostering financial literacy and to give hints towards necessary and successful teacher trainings. The book also embraces the diversity in the field by revealing contrasting and conflicting views that cannot be bridged, while at the same time making a contribution by re-joining existing materials in one volume which can be used in academic discourse, in research-workshops, in university lectures and in the definition of program initiatives within the wider field of financial literacy. It allows for a landscape of financial literacy to be depicted which would foster the implementation of learning opportunities for human beings for sake of well-being within financial living-conditions. The Handbook is useful to academics and students of the topic, professionals in the sector of investment and banking, and for every person responsible for managing his or her financial affairs in everyday life.

Over the last decade, Financial Literacy (FL) and interventions aimed at improving it, that is Financial Education (FE), have been the focus of increased attention from economists, governments, and international organizations such as the world Bank and OECD, but much less by scholars in the fields of Learning and Instruction. We examined open-ended written answers on the causes of the economic crisis that started in 2007-2008, as given by 381 Italian secondary school and university students, and 268 Swiss Italian-speaking secondary school students. Most Italian students mentioned internal political causes (i.e., corrupt politicians or inefficiency of the government), whereas Swiss students mentioned banks more often. International factors were rarely mentioned by either group, and explanations were generally very poor, listing a few causes without making connections between them. These findings indicate the need for economics education aimed at making people more knowledgeable of the workings of the economic system and the effects of financial systems on the real economy. ; peerReviewed ; publishedVersion

Over the last decade, Financial Literacy (FL) and interventions aimed at improving it, that is Financial Education (FE), have been the focus of increased attention from economists, governments, and international organizations such as the world Bank and OECD, but much less by scholars in the fields of Learning and Instruction. We examined open-ended written answers on the causes of the economic crisis that started in 2007-2008, as given by 381 Italian secondary school and university students, and 268 Swiss Italian-speaking secondary school students. Most Italian students mentioned internal political causes (i.e., corrupt politicians or inefficiency of the government), whereas Swiss students mentioned banks more often. International factors were rarely mentioned by either group, and explanations were generally very poor, listing a few causes without making connections between them. These findings indicate the need for economics education aimed at making people more knowledgeable of the workings of the economic system and the effects of financial systems on the real economy.