Financial Understanding: A Phenomenographic Access to Students’ Concepts of Credits
Financial education has become a more popular part of general education in schools. Different social and economic backgrounds as well as experiences influence the students’ conceptualization of the same financial phenomenon. Therefore, phenomenography is an appropriate research strategy for investig...
| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
| Published: |
Bielefeld University
2013-07-01
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| Series: | Journal of Social Science Education |
| Subjects: | |
| Online Access: | http://www.jsse.org/index.php/jsse/article/view/121/1197 |
| _version_ | 1828346426625622016 |
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| author | Sandra Speer Günther Seeber |
| author_facet | Sandra Speer Günther Seeber |
| author_sort | Sandra Speer |
| collection | DOAJ |
| description | Financial education has become a more popular part of general education in schools. Different social and economic backgrounds as well as experiences influence the students’ conceptualization of the same financial phenomenon. Therefore, phenomenography is an appropriate research strategy for investigating students’ deeper understanding of financial core concepts. Our research concentrates on ‘credit’ as a central phenomenon. Thirteen focus groups made up of secondary school students and university students in Germany discussed varying examples of taking out a loan. Systematizing students’ conceptualizations, the outcome space consists of four main categories: attitudes, needs, credit terms and calculation. On a deeper level we found further subcategories. The results of our explorative study can guide a chronology of teaching different concepts as well as further research. |
| first_indexed | 2024-04-14T00:26:13Z |
| format | Article |
| id | doaj.art-265e963860624cf99058c68b14e55686 |
| institution | Directory Open Access Journal |
| issn | 1611-9665 1618-5293 |
| language | deu |
| last_indexed | 2024-04-14T00:26:13Z |
| publishDate | 2013-07-01 |
| publisher | Bielefeld University |
| record_format | Article |
| series | Journal of Social Science Education |
| spelling | doaj.art-265e963860624cf99058c68b14e556862022-12-22T02:22:42ZdeuBielefeld UniversityJournal of Social Science Education1611-96651618-52932013-07-011224252Financial Understanding: A Phenomenographic Access to Students’ Concepts of CreditsSandra SpeerGünther SeeberFinancial education has become a more popular part of general education in schools. Different social and economic backgrounds as well as experiences influence the students’ conceptualization of the same financial phenomenon. Therefore, phenomenography is an appropriate research strategy for investigating students’ deeper understanding of financial core concepts. Our research concentrates on ‘credit’ as a central phenomenon. Thirteen focus groups made up of secondary school students and university students in Germany discussed varying examples of taking out a loan. Systematizing students’ conceptualizations, the outcome space consists of four main categories: attitudes, needs, credit terms and calculation. On a deeper level we found further subcategories. The results of our explorative study can guide a chronology of teaching different concepts as well as further research.http://www.jsse.org/index.php/jsse/article/view/121/1197creditfinancial educationfinancial literacyphenomenographyvariation theory |
| spellingShingle | Sandra Speer Günther Seeber Financial Understanding: A Phenomenographic Access to Students’ Concepts of Credits Journal of Social Science Education credit financial education financial literacy phenomenography variation theory |
| title | Financial Understanding: A Phenomenographic Access to Students’ Concepts of Credits |
| title_full | Financial Understanding: A Phenomenographic Access to Students’ Concepts of Credits |
| title_fullStr | Financial Understanding: A Phenomenographic Access to Students’ Concepts of Credits |
| title_full_unstemmed | Financial Understanding: A Phenomenographic Access to Students’ Concepts of Credits |
| title_short | Financial Understanding: A Phenomenographic Access to Students’ Concepts of Credits |
| title_sort | financial understanding a phenomenographic access to students concepts of credits |
| topic | credit financial education financial literacy phenomenography variation theory |
| url | http://www.jsse.org/index.php/jsse/article/view/121/1197 |
| work_keys_str_mv | AT sandraspeer financialunderstandingaphenomenographicaccesstostudentsconceptsofcredits AT guntherseeber financialunderstandingaphenomenographicaccesstostudentsconceptsofcredits |