Enhancing the generative learning of young people in the domain of financial literacy through learning study

摘要: The purpose of this paper is to collect new evidence about the efficacy pedagogical principles derived from our earlier study on boosting students’ financial literacy, with aim providing a theoretically and practically powerful account how generative learning in domain literacy can be enhanced.,This an example consisting design experiment, which aims test conjectures variation theory learning. A total 156 students who were aged 14 16 years taught under three conditions embedded criteria, seven lessons used by two participating teachers for each classes. To assess appropriation object learning, four tests conducted, i.e. pre-test, post-test immediately after lessons, delayed six weeks second months.,This shows that systematic use pattern “contrast-fusion-generalization” deal individual core economic concepts identified help lay solid conceptual foundation developing literacy. Furthermore, meta-level through complex everyday problems or situations transcend specific concepts, make effective learned transform them organically into one’s analytical framework. This enables discern focus upon critical aspects novel have greater likelihood making well-reasoned sound decisions.,This sheds light ways enhanced approach grounded