Describes an experienced-based economics program for grades 3-6 composed of two interactive components to learn real-world economics in a meaningful and memorable way. Situations are discussed and positive effects are assessed. (TRS)

This study involved the use of "economic reasoning," which refers to the application of the concept of cost-benefit analysis to personal decision making. The study examined the degree of economic reasoning employed by high school seniors who had received instruction in cost benefit analysis. The main purpose of the study was to compare the…

Reports a study which investigated whether the thought processes of grade 12 economics students affected the level of economic reasoning used in resolving time-allocation dilemmas. Concludes that seniors trained in cost-benefit analysis used significantly higher economic reasoning when resolving high perceived familiarity time-allocation dilemmas.…

This study explores the effects of cooperative and mastery learning methods, alone and in combination, on first and second grade students' learning and retention of basic economic facts. A 2 X 2 (cooperative X mastery) factorial design compared the achievement of 120 students randomly assigned by grade level stratification to one of four treatment…

This study explored the effect of experiential and experience-based approaches to learning and instruction on transitional first grade students' (a) acquisition and use of economic concepts and (b) economic reasoning ability as indicated by the presence or absence of misconceptions about economic concepts. A pretest-posttest control group design…

Asserts that economics education is a desirable goal for the elementary curriculum because elementary students can learn and understand economic concepts. Reviews four "Teaching-Learning Principles" based on empirical research about learning effectiveness. Applies these principles to economic concepts such as scarcity, cost-benefit analysis, and…