Japanese and U.S. Children’s Thinking About Economics

• In Event: Poster Session 3
  In Poster Session: Humanities, Social Science, and Fine Arts Education

Abstract

Cross-cultural research is at the core of our understanding about social studies education and concepts. Especially in uncertain economic times, the knowledge we wish to impart to children about economics is meant, at least in part, to help them acquire the knowledge and skills to be financially literate and avoid future economic crisis. For teachers, integrating principles of economics and personal finance into the curriculum is essential. This paper investigates the economics conceptual thinking and understanding of children in Japan and the U.S., replicating the questions Brophy and Alleman (2006) asked about money, and with additional questions about economics concepts.

Authors

• Sherry L. Field, Arkansas Tech University

• Elizabeth Bellows, Appalachian State University

• Hiroko Taguchi, Kagoshima University

• Kazuhiro Mizoguchi, Kagoshima University

• Soutaro Terachi, Kagoshima University

• Amanda Elizabeth Vickery, The University of Texas - Austin