Students’ Misconception in Economics Materials --A Study of Junior High School in Taipei

• Main Authors: Pay-Yi Chen, 陳珮宜
• Other Authors: 黃美筠
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/92920866552488567137

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.