Experimental Evidence on the Effects of Financial Education on Elementary School Students' Knowledge, Behavior, and Attitudes

2014 ◽  
Vol 49 (1) ◽  
pp. 69-96 ◽  
Author(s):  
MICHAEL BATTY ◽  
J. MICHAEL COLLINS ◽  
ELIZABETH ODDERS-WHITE
Keyword(s):  
Elementary School ◽  
Experimental Evidence ◽  
Elementary School Students ◽  
Financial Education ◽  
School Students

scholarly journals Is it Important for Elementary School Students to Learn the Basics of Finance?

2021 ◽  
Author(s):  
Nur Anita Yunikawati ◽  
Magistyo Purboyo Priambodo ◽  
Emma Yunika Puspasari ◽  
Ni’matul Istiqomah
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Basic Education ◽  
Case Study Research ◽  
Financial Education ◽  
Financial Behavior ◽  
Basic Knowledge ◽  
Primary Data ◽  
School Students ◽  
Financial Profile

Financial education is very important at all levels of education, even at the level of basic education. The purpose of this study was to determine the importance of elementary school students mastering the basic knowledge of finance. This study was conducted from May to October 2019 at SDN 1 Gandusari, Blitar Regency, East Java Province, Indonesia, and used a qualitative case study research method. This study used primary data in the form of interviews, focus group discussions (FGD) and documentation. The findings revealed the financial profile of SDN 1 Gandusari students as well as the financial behavior of students in daily life. Based on the results, it is important for policymakers, academics and practitioners in the field of basic education to include their own curriculum for financial education for elementary school students. Keywords: elementary school student, learn, basics of finance

scholarly journals TEACHING FINANCIAL LITERACY IN PRIMARY SCHOOL STUDENTS: INTERNATIONAL EXPERIENCE

2021 ◽  
pp. 81-87
Author(s):  
Viktoriia Andriichuk
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Financial Literacy ◽  
Financial Education ◽  
International Experience ◽  
Educational Process ◽  
Theory And Practice ◽  
School Students ◽  
The World ◽  
Human Skills

The article is devoted to international experience in teaching financial literacy in elementary school students. The state of research is analyzed in the theory and practice of elementary education. This article reacts to the current situation in our society and the need for financial education in schools. The modern world requires financial and economic literacy. The essence of the concept and importance of financial literacy is considered. Appearances of scientists to interpret the concept of «financial literacy» are revealed. The author proposes an actual definition of financial literacy, which is understood as human skills to dispose of their own funds, possessing the basic financial knowledge, which will rationally take financial decisions. An analysis of international experience in teaching financial literacy and organization of educational process aimed at developing financial skills of elementary school students is carried out. Financial literacy and financial education are not new categories for the world experience of young education. The number of countries that implement financial literacy programs increases annually. So, in Europe there are more than 180 such programs. The study showed that it is extremely important to include financial literacy in the educational process in the elementary school an important role in learning students of the elementary school of financial literacy play relevant programs developed by ministries of finance, national banks, public organizations, charitable foundations, etc. that exist in different countries of the world (USA, Great Britain, Netherlands, Turkey and others). The author concludes that there is a need for mastering young competencies in various types of financial activity due to the peculiarities of the development of Ukrainian society. From these grounds for key competencies that should form into school students, financial literacy includes.

scholarly journals Educação financeira: contextualizando e dialogando com conceitos matemáticos no ensino fundamental

2019 ◽  
Vol 3 (2) ◽  
pp. 419
Author(s):  
Wilma Pereira Santos Faria ◽  
Maria Teresa Menezes Freitas
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary School Students ◽  
Qualitative Methodology ◽  
Financial Education ◽  
School Students ◽  
Mathematical Concepts ◽  
Critical Mathematics ◽  
Education Workshop ◽  
Critical Mathematics Education

Resumo: Este estudo trata de um relato de uma oficina sobre Educação Financeira que teve como objetivo aproximar os estudantes do ensino fundamental de conceitos financeiros a partir da contextualização, da reflexão de situações sugeridas e de organização orçamentaria. Buscou-se responder a seguinte questão: Quais são as possibilidades de aprendizagem sobre a Educação Financeira no 9º ano do ensino fundamental no âmbito de uma oficina escolar? A luz da metodologia qualitativa buscou-se estudar as potencialidades das tarefas propostas na oficina. Os resultados observados apontam a contuibuição proveniente de reflexões a respeito de temas monetários com alunos do ensino fundamental. Palavras-chave: Educação Financeira; Ensino Fundamental; Educação Matemática Critica. Financial education contextualizing and dialoguing with mathematical concepts in elementary school Abstract: This study refers to the outcome of a Financial Education workshop with the objective of bringing the elementary school students closer to financial concepts from contextualization, reflection on suggested situations and budget organization. We sought to answer the following question: What are the possibilities for learning about Financial Education in the 9th year of elementary school within a school workshop? The study based on qualitative methodology and aimed to study the potential of the tasks of this workshop. The observed results point out how constructive it is to propose reflections on monetary issues for elementary school students Keywords: Financial education; Elementary School; Critical Mathematics Education.

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

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