Economic models in German textbooks : An analysis of textbooks for teaching economics in upper secondary school

Abstract: • Using economic models in class should be accompanied by a reflection on the models. • The embedding of economic models in textbooks for upper secondary school varies greatly. • Most textbooks do not present the assumptions of economic models in a comprehensive way. • The majority of textbooks hardly include the use of models as analytical tools. • Central aspects of model reflection are not addressed in many textbooks. Purpose: The study investigated how economic models are presented in textbooks for upper secondary school in Germany, and which forms of engagement are initiated by tasks related to the models. Design/methodology/approach: The available textbooks for teaching economics in upper secondary school in Germany (n=47) were examined using a deductive qualitative content analysis according to Mayring (2015). The category scheme was developed on the basis of a target content concept for thinking in economic models in class.  Findings: On the one hand, central economic model.... https://www.jsse.org/index.php/jsse/article/view/4854

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• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch

References and Relationships

• Bibliographic citation: Economic models in German textbooks ; volume:21 ; number:2 ; year:2022 ; Journal of social science education ; 21, Heft 2 (2022)

Contributors, Places and Time

• Creator: Friebel-Piechotta, Stephan

Further information

• DOI: 10.11576/jsse-4854
• URN: urn:nbn:de:101:1-2022072719294274462345
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.