Please use this identifier to cite or link to this item:
This study focused the experimental teaching and learning of financial literacy in the elementary schools. The purposes were to research instructional materials, teaching strategies and curricula plans. And researchers wanted to inquire about how the curricula were implemented and what affected the implementation of the classroom teaching. According to the literature exploring, teaching financial education in schools starts the process of preparing children to become competent consumers and managers of household wealth. Conveying financial education concepts as part of core subjects such as math and social studies, offers an even more effective method for instilling financial skills in students. This type of approach provides a context for understanding personal finance concepts, enhances teaching of math and social studies, and makes financial education less susceptible to elimination because of budgetary reasons or scarce resources. And this study, the researcher carried out the instruction process on the financial education curriculum design and implementation, taking fifth and sixth graders as subjects and each grade has two classes at one elementary school in Taipei County. In the pre and post treatment phases, all the participants received the “Fifth and sixth graders’ money-management perspectives questionnaire” which was initiallydesigned by the researcher. After the treatment, four teachers and part of the participated students under this treatment were interviewed. The finding of implementation results of the financial education instruction indicated that integration of financial education into established curricula was not troublous while simultaneously facilitate their learning of other subject areas. And another findings were including integrating financial education courses into social studies area was the most practicable and effective approach. And as to the quantitative analysis on the pretest and posttest of students’ ‘money management perspectives’showed that the score of posttest outperformed the pretest at every financial education theme. And they were all statistical significantly differences which reflected that the effects on instructing financial education courses were beneficial to enhancing students’ money management perspectives.
|Appears in Collections:||教師著作|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.