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 compared the learning and retention of the "scarcity" and "opportunity cost" concepts by students in grades one, three, and six. Results suggest a need for empirical research on factors affecting the retention of economic concepts by students in the early primary grades. (JD)

Findings from a study to determine the effect of experience-type teaching (real life vs. vicarious) and concept-label-type teaching (invented vs. conventional) on the learning and retention of economics concepts (opportunity cost) by 129 first graders suggest that real-life experiences and invented concept labels enhance learning and retention of…

Explores fifth-graders' ideas about art and economic concepts before and after an integrated art-economics unit. Indicates that students increased their understanding of both sets of concepts, with the economic concepts being learned better. Suggests that this support claims that coupling disciplines can facilitate the deep learning of concepts…

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.…

Provides a seven-step procedural guide for developing integrated art-social studies lessons using the discipline-based art education model. Explains each of the steps and includes helpful tips. Asserts that following the seven steps of the model assures meaningful teaching and learning of both art and social studies. (DSK)

Discusses the effectiveness of the cooperative/mastery learning method on primary-grade students' acquisition of economic concepts. Provides a sample lesson that shows how cooperative and mastery methods can be combined and used in conjunction with real-life learning experiences when teaching social studies. Offers an economic fable to introduce…

Examined economic concept learning and retention in 121 first and second graders who were randomly assigned (stratified by grade) to 1 of 4 instruction conditions: cooperative learning, mastery learning, cooperative-mastery learning, or control treatment. Found on posttest and delayed posttest that cooperative-mastery method was superior to other…

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…

Reviews the recent research on teaching and learning economics in the elementary classroom, such as whether children understand the economic world and correcting students' economic misconceptions. Maintains that students in elementary school are capable of learning and remembering economic concepts if they are taught in developmentally appropriate…

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…

Findings are related from a study designed to determine the effect of verbal-only, imagery-only, and integrated (verbal-to-imaginal) strategies on third graders' (N=111) levels of economic reasoning (use or nonuse of cost-benefit analysis) in their personal decision making. Implications of these findings for curriculum planning are discussed.…

Lesson plans include an application by James D. Laney for teaching the concept of economic scarcity to first graders, and an activity requiring seventh graders to report on the origins of Texas towns by Pat Hazlett. Glenda Hayes and the Center for Civic Education offer activities for U.S. history, U.S. government, and world history. (LS)

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…