| Summary: | 碩士 === 國立臺灣師範大學 === 公民訓育研究所 === 90 === The purpose of this study was to investigate junior high school students’ misconception in economics materials. Since the single textbook is the primary tool in Taiwan junior high school classrooms. The ninth grade students’ misconceptions of its best judged by the achievement outcome of student''s economic course learning. Therefore, this study utilized the survey method to collect data regarding misconception in economics materials of third grade junior high school students and the civics teachers also were invited in using a specific set of criteria developed by this study to evaluate the economics materials. The instrument that were used are the Test of Students’ Economic Misconception and Questionnaire of Civics teachers’ Economic Misconception.
Stratified-cluster sampling procedures were used in selecting the sample. A total
of 16 third grade classes with 461students and 89 civics teachers were utilized as the sample in this study.
This study drew the following conclusions:
1.Economic misconceptions of students might be due to
teachers’ teaching、opinion of the public and to take
the words too literally.
2.Common misconceptions of third grade junior high school
students in Taipei are: opportunity cost、productive
resource、comparative advantage、market failure、saving、
produce＆consume、supply＆demand、economic system.
3.Among each economic misconception, students who have
misconceptions their third grade overall GPA、civics
scores and learning attitudes scores are lower than
students who have no misconceptions.
4.Each economic misconception has no correlation with sex,
however, it is significant between the third grade
overall GPA and civics scores.
5.Stepwise multiple regression procedure revealed four
characteristics that were significant in explaining a
portion of variance in the knowledge scores of the
respondents. The best predictor is the students'' "the
third grade’s civics scores". The other significant
predictors in combination with students'' the third grade’
s civics scores accounted for about 49.3% of the variance
in economic knowledge scores.
6.Economics misconceptions such as: opportunity cost、
productive resource、comparative advantage、market
failure、saving、produce＆consume、supply＆demand、
economic system, could set up a discriminate function
according to third grade overall GPA、civics scores and
learning attitudes scores to distinguish students who
have misconceptions.
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