Teaching Economic Reasoning to Children
Bibliographic Data
| ID | 13010079 |
|---|---|
| Authors | Mark C Schug (corresponding author) |
| Year | 1996 |
| Volume | 1 |
| Issue | 1 |
| Pages | 79-88 |
| Publication date | 1996-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Citizenship Social and Economics Education (JOURNAL) |
| Journal identifiers | ISSN: 2047-1734 • E-ISSN: 2047-1734 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2304/csee.1996.1.1.79 |
| OpenAlex | W2055427956 |
| Language | EN |
| Citations received | 1 |
The author discusses the differing perspectives which the social sciences offer to young people to analyse problems. Perspectives from history, political science and geography are briefly discussed. The author stresses that the child's perspective of the social world differs from the ones offered by social scientists. Following a summary of the economic thinking of children and adolescents, the author stresses that economics also presents students with an important perspective through the application of economic principles involving choice, costs, incentives, rules, trade, and future consequences. These economic principles are explained by reference to an example of why the buffalo population in the United States nearly became extinct and why it is now recovering. The author concludes with suggestions for how teachers can bring an economic perspective into the classroom. Readers are provided with three ‘economic mysteries' as examples of classroom activities
Economics · Incentive · Perspective (graphical · Political science · Politics · Population · Social science · Sociology · Computer Science · Innovations in Educational Methods · Law
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,03 |
| Citation span | 1996 - 1996 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |