| dc.creator |
Michael Weyland |
|
| dc.creator |
Marco Rehm |
|
| dc.date |
2013-07-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:09:30Z |
|
| dc.date.available |
2015-07-20T22:09:30Z |
|
| dc.identifier |
1611-9665 |
|
| dc.identifier |
1618-5293 |
|
| dc.identifier |
https://doaj.org/article/ea116413973b491abfd2a02bdf97e347 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/12858 |
|
| dc.description |
The discussion about the pros and cons of economics as a school subject has been going on for many years – and agreement has still not been reached. It is therefore useful to set aside the debate about economics as a school subject for now and to address the question of how social science-based economics education in mainstream schools can be designed in such a way to be successful. During the 2012 conference of the Association of European Economics Education (AEEE), approximately 100 teachers, teacher trainers, inspectors and researchers with a professional interest in economics and business education from all over Europe visited a German grammar school with a focus on economics education. The Siebengebirgsgymnasium in Bad Honnef strives to provide all pupils with a basic economics education and a selection of additional social science-oriented classes. Using some exemplary projects it has been demonstrated how, since 2003, the Siebengebirgsgymnasium has been dedicated to constructively addressing the Kaminski-Hedtke controversy about politics and economics education and to fostering a creative and social science-based economics education. |
|
| dc.language |
English |
|
| dc.language |
German |
|
| dc.publisher |
Bielefeld University |
|
| dc.relation |
http://www.jsse.org/index.php/jsse/article/view/118/1193 |
|
| dc.relation |
https://doaj.org/toc/1611-9665 |
|
| dc.relation |
https://doaj.org/toc/1618-5293 |
|
| dc.source |
Journal of Social Science Education, Vol 12, Iss 2, Pp 87-93 (2013) |
|
| dc.subject |
Economics education |
|
| dc.subject |
school development |
|
| dc.subject |
school subject |
|
| dc.subject |
company internship |
|
| dc.subject |
classroom experiments |
|
| dc.subject |
simulations |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Social sciences (General) |
|
| dc.subject |
H1-99 |
|
| dc.subject |
Social Sciences |
|
| dc.subject |
H |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Social sciences (General) |
|
| dc.subject |
H1-99 |
|
| dc.subject |
Social Sciences |
|
| dc.subject |
H |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Social sciences (General) |
|
| dc.subject |
H1-99 |
|
| dc.subject |
Social Sciences |
|
| dc.subject |
H |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Social sciences (General) |
|
| dc.subject |
H1-99 |
|
| dc.subject |
Social Sciences |
|
| dc.subject |
H |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Social sciences (General) |
|
| dc.subject |
H1-99 |
|
| dc.subject |
Social Sciences |
|
| dc.subject |
H |
|
| dc.title |
How can Economics Education be Implemented without a Separate Subject? A Case Study from Germany |
|
| dc.type |
article |
|