Teachers' Perceptions of Economics Course Content
方詠菁(Yung-Ching Fang)；黃美筠(Mei-Yun Huang)
經濟教育 ； 經濟學教材 ； 公民科教師 ； economic education ； economics course ； civics teachers
|Volume or Term/Year and Month of Publication||
12期（2002 / 07 / 01）
143 - 185
The purpose of this study was to investigate senior high school civics Teachers' perceptions of high school economics course content. The study based on the assumption that senior high school civics Teachers' knowledge of economics is very meaningful for civics education, regardless of what their academic background may differ.The subjects of this study were 124 randomly selected civics teachers in central Taiwan. Data are collected via survey questionnaire and analyzed by descriptive statistics, t-test, and one- way ANOVA.Several results were generated from this study. First, the participated civics teachers were deficient in professional competency on economics education.Second, Teachers' perceptions of economics course content was showed that 'unemployment', 'inflation', 'opportunity cost', 'resources for production' are important concepts that should be contents of senior high school's Civics textbook. While concepts like 'interest', 'other economical institutions', 'firms and government', 'government policy and the cost of society ' were basically unfamiliar to most teachers. The study indicated that the more civics teachers understand those concepts, the more they thought the importance of them.Third, the results showed that differences of Teachers' point of view can be divided intotwo parts, they are:1. Teachers' point of view on the importance of the concepts was found no significant difference, regardless of what their academic or teaching background (including school locations, type of schools, private vs. public schools, genders, teaching years and teaching civics years, teacher's highest academic training, times of taking-part-in workshops) may differ.2. Teachers' point of view on the cognition of the concepts was found significant difference among teachers, including:(a)male teachers are superior to female ones. (b)teachers with 6 to 10 years of teaching experience are better than others.(c) graduate school level teachers are better than college level ones. ( d ) economics-majored teachers are better performed than non economics-majored ones. (e)teachers who never took credits concerning economics are generally poor performed.(f)teachers who ever participated in economics workshops for 3 times or more are better performed than those who never took part in .(g)Civics teachers perform better than non-civics teachers. Considering other factors, there are no significant differences among school locations, public vs. private schools, and Teachers' experience and teaching years.Finally, based on the results, my recommendations were made in order to improve the instruction of economic education at the senior high school level.