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A DELPHI STUDY ON DETERMINATION OF THE ECONOMICS LITERACY COMPETENCIES FOR CITIZENS

Year 2021, Volume: 21 Issue: 2, 704 - 731, 15.06.2021
https://doi.org/10.17240/aibuefd.2021.21.62826-835557

Abstract

This study aims to determine the economics literacy competencies for citizenship. The participants of the research conducted with the survey method are economics and social studies experts and social studies teachers. In this study, in which the Delphi technique was used as the data collection technique, the content of economically literate citizen competencies and the competencies agreed on this content were determined in four Delphi rounds. As for the participants, 71, 34, 48 and 23, and 116 faculties and teachers in total were included in the four Delphi rounds, respectively. Surveys prepared by the researcher were used in the rounds. As a result of the four Delphi rounds, three basic competency areas were revealed: knowledge, skills, and attitude/values. Economics knowledge area includes fourteen sub-dimensions. The skills dimension includes thirteen sub-dimensions. Attitude/values dimension includes nineteen attitude/values. In addition to these three basic dimensions that make up the scope of economics literacy, the participants emphasized the connection of economics literacy with general culture. They stated the general cultural areas that an economically literate person should know. This result reveals that a more holistic perspective is presented to economics literacy than in existing frameworks. The results of the study are discussed in terms of citizenship competencies, economics education, and implications for curriculum development efforts.

References

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  • Akhan, N. E. (2015b). Sosyal bilgiler öğretmenlerinin ekonomi konularını öğretmede öz-yeterlik inançları. Uluslararası Türk Eğitim Bilimleri Dergisi, 2015(4), 28-43.
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  • Alston, M., & Bowles, W. (2003). Research for social workers: An introduction to methods. (2nd ed.). Allen & Unwin Publications.
  • Arsaythamby, V., & Julinamary, P. (2015). Students’ perception on difficulties of symbols, graphs and problem solving in economic. Procedia - Social and Behavioral Sciences, 177, 240–245. https://doi.org/10.1016/j.sbspro.2015.02.401
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  • Gredler, M. E. (1996). Program evaluation. Prentice-Hall, Inc.
  • Guniava, M., Avakyan, K., Barbakadze, I., & ISET Policy Institute. (n.d.). National schoolbank project: The country case of Georgia from idea to implementation. Child & Youth Finance International. https://issuu.com/childfinanceinternational/docs/national_schoolbank_project_georgia
  • Gündoğan, A. O. (1996). Bilim dili olarak Türkçe. Atatürk Üniversitesi Türkiyat Araştırmaları Enstitüsü Dergisi, 8, 7-12.
  • Haltinner, U. R. (2008). Achieving consensus on secondary marketing education curriculum and instruction-a delphi study [Doktora tezi, University of Minnesota]. https://pamukkaleuniv.on.worldcat.org/oclc/952687033
  • Harris Interactive Inc. (2005). What American teens & adults know about economics. http://www.councilforeconed.org/cel/WhatAmericansKnow AboutEconomics_042605-3.pdf
  • Hayta, N. & Akhan, N. E. (2014). İlköğretim sosyal bilgiler derslerinde ekonomi okuryazarlığının geliştirilmesi. TSA, 18(1), 205-230.
  • Hendriks, T. P. (Ed.). (2010). National financial literacy strategy. Nova Science Publishers, Inc.
  • Hirsch, E. D., Kett, J. F., & Trefil, J. (2002). The new dictionary of cultural literacy: What every Amerikan needs to know. Houghton Mifflin Company.
  • Inayati, R., Handayani, S., Kustiandi, J., Haryono, A., Wahyono, H., & Sapir. (2018). The analysis of the difficulty in learning economics subject experienced by students of favored state senior high schools in city of Malang. In The First International Research Conference on Economics and Business, KnE Social Sciences, 3(3), 195–210. https://knepublishing.com/index.php/KnE-Social/article/view/1884/4497
  • Jump$Tart Coalition for Personal Financial Literacy. (2017). National standards in K-12 personal finance education (4th ed.). https://3yxm0a3wfgvh5wbo7lvyyl13-wpengine.netdna-ssl.com/wp-content/uploads/2018/01/2017_NationalStandardsBook.pdf
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  • Kerr, D. (1999). Citizenship education in the curriculum: An international review. The School Field, 10(3-4), 5-32.
  • Kılıçoğlu, G. & Akhan, N. E. (2014). Sosyal bilgiler öğretmen adaylarının ekonomi kavramlarını anlama düzeyleri. Elektronik Sosyal Bilimler Dergisi, 13(51), 209-225. https://doi.org/10.17755/esosder.43846
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EKONOMİ OKURYAZARI VATANDAŞLIK YETERLİKLERİNİN BELİRLENMESİ ÜZERİNE BİR DELPHİ ÇALIŞMASI

Year 2021, Volume: 21 Issue: 2, 704 - 731, 15.06.2021
https://doi.org/10.17240/aibuefd.2021.21.62826-835557

Abstract

Bu araştırmanın amacı ekonomi okuryazarı vatandaş yeterliklerini belirlemektir. Tarama modeliyle yürütülen araştırmanın katılımcılarını ekonomi ve sosyal bilgiler alan uzmanları ile sosyal bilgiler öğretmenleri oluşturmaktadır. Veri toplama tekniği olarak Delphi tekniğinin kullanıldığı bu çalışmada dört Delphi turu ile ekonomi okuryazarı vatandaş yeterliklerinin içeriği ve bu içerik üzerinde uzlaşılan yeterlikler belirlenmiştir. Dört tura sırasıyla 71, 34, 48 ve 23; toplamda ise 116 farklı katılımcı dahil olmuştur. Turlarda araştırmacı tarafından düzenlenen anketler kullanılmıştır. Dört turun sonucunda bilgi, beceri ve tutum/değerler olmak üzere üç temel yeterlik alanında farklı temalar altında bir yeterlikler çerçevesi ortaya çıkmıştır. Ekonomi bilgisi alanı on dört alt boyutu içermektedir. Beceriler boyutu on üç alt beceri boyutunu içermektedir. Tutum/değerler boyutu ise on dokuz tutum/değeri içermektedir. Ekonomi okuryazarlığının kapsamını oluşturan bu üç temel boyutun yanı sıra katılımcılar ekonomi okuryazarlığının genel kültürle de bağlantısını vurgulamış ve ekonomi okuryazarının bilgi sahip olması gereken genel kültür alanlarını belirtmişlerdir. Bu durum, ekonomi okuryazarlığına, mevcut çerçevelerde olduğundan daha bütünsel bir bakış açısı sunulduğunu ortaya koymaktadır. Çalışmanın sonuçları, vatandaşlık yetkinlikleri ve ekonomi eğitimi ile program geliştirme çalışmalarına etkileri açısından tartışılmaktadır.

References

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  • Akhan, N. E. & Kılıçoğlu, G. (2014). Ortaokul 8. sınıf öğrencilerinin sosyal bilgiler programında yer alan ekonomi kavramlarını anlama düzeyleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 24-47.
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  • Akhan, N. E. (2015a). Economic literacy levels of social studies teacher candidates. World Journal of Education, 5(1), 25-39. http://dx.doi.org/10.5430/wje.v5n1p25
  • Akhan, N. E. (2015b). Sosyal bilgiler öğretmenlerinin ekonomi konularını öğretmede öz-yeterlik inançları. Uluslararası Türk Eğitim Bilimleri Dergisi, 2015(4), 28-43.
  • Alkin, E. (2009). Herkes için ekonomi. İstanbul Ticaret Odası Yayınları.
  • Alston, M., & Bowles, W. (2003). Research for social workers: An introduction to methods. (2nd ed.). Allen & Unwin Publications.
  • Arsaythamby, V., & Julinamary, P. (2015). Students’ perception on difficulties of symbols, graphs and problem solving in economic. Procedia - Social and Behavioral Sciences, 177, 240–245. https://doi.org/10.1016/j.sbspro.2015.02.401
  • Arthur, C. (2012). Consumers or critical citizens? Financial literacy education and freedom. Critical Education, 3(6), 1-24. http://ojs.library.ubc.ca/index.php/criticaled/article/view/182350
  • Banaszak, R. A. (1985). Economics for early adolescents. In M. C. Schug (Ed.), Economics in the school curriculum K-12 (pp. 44-59). The Joint Council on Economic Education ve The National Education Association Publications.
  • Barber, B. (1995). Güçlü demokrasi: Yeni bir çağ için katılımcı siyaset (Çev. Mehmet Beşikçi). Ayrıntı Yayınları.
  • Brewer, E. W. (2007). Delphi technique. In N. J. Salkind (Ed.), Encyclopedia of measurement and statistics I (pp. 240-245). SAGE Publications.
  • Child & Youth Finance International. (2012). A guide to economic citizenship education: Quality financial, social and livelihoods education for children and youth-guidebook. http://childfinanceinternational.org
  • Council for Economic Education. (2010). Voluntary national content standards in economics (2nd ed.). Council for Economic Education.
  • Davies, I. (2005). 100 ideas for citizenship. Continuum International Publishing Group.
  • Davies, P. (2006). Educating citizens for changing economies. Journal of Curriculum Studies, 38(1), 15-30. https://doi.org/10.1080/00220270500185122
  • Demirel, Ö. (2007). Eğitimde program geliştirme (10. baskı). PegemA Yayıncılık.
  • Doğanay, A. (2012). A curriculum framework for active democratic citizenship education. In M. Print & D. Lange (Eds.), Schools, curriculum and civic education for building democratic citizens (pp. 19-40). Sense Publishers.
  • Eğilmez, M. (2014). Örneklerle kolay ekonomi (8. baskı). Remzi Kitabevi.
  • Gerek, S. & Kurt, A. A. (2011). Ekonomi okuryazarlığı ölçeğinin geçerlik ve güvenirlik çalışması. Uludağ Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 30(1), 59-73.
  • Giroux, H. A. (2001). Eğitimde kuram ve direniş. Dost Yayınları.
  • Gredler, M. E. (1996). Program evaluation. Prentice-Hall, Inc.
  • Guniava, M., Avakyan, K., Barbakadze, I., & ISET Policy Institute. (n.d.). National schoolbank project: The country case of Georgia from idea to implementation. Child & Youth Finance International. https://issuu.com/childfinanceinternational/docs/national_schoolbank_project_georgia
  • Gündoğan, A. O. (1996). Bilim dili olarak Türkçe. Atatürk Üniversitesi Türkiyat Araştırmaları Enstitüsü Dergisi, 8, 7-12.
  • Haltinner, U. R. (2008). Achieving consensus on secondary marketing education curriculum and instruction-a delphi study [Doktora tezi, University of Minnesota]. https://pamukkaleuniv.on.worldcat.org/oclc/952687033
  • Harris Interactive Inc. (2005). What American teens & adults know about economics. http://www.councilforeconed.org/cel/WhatAmericansKnow AboutEconomics_042605-3.pdf
  • Hayta, N. & Akhan, N. E. (2014). İlköğretim sosyal bilgiler derslerinde ekonomi okuryazarlığının geliştirilmesi. TSA, 18(1), 205-230.
  • Hendriks, T. P. (Ed.). (2010). National financial literacy strategy. Nova Science Publishers, Inc.
  • Hirsch, E. D., Kett, J. F., & Trefil, J. (2002). The new dictionary of cultural literacy: What every Amerikan needs to know. Houghton Mifflin Company.
  • Inayati, R., Handayani, S., Kustiandi, J., Haryono, A., Wahyono, H., & Sapir. (2018). The analysis of the difficulty in learning economics subject experienced by students of favored state senior high schools in city of Malang. In The First International Research Conference on Economics and Business, KnE Social Sciences, 3(3), 195–210. https://knepublishing.com/index.php/KnE-Social/article/view/1884/4497
  • Jump$Tart Coalition for Personal Financial Literacy. (2017). National standards in K-12 personal finance education (4th ed.). https://3yxm0a3wfgvh5wbo7lvyyl13-wpengine.netdna-ssl.com/wp-content/uploads/2018/01/2017_NationalStandardsBook.pdf
  • Kalof, L., Dan, A., & Dietz, T. (2008). Essentials of social research. Open University Press.
  • Karasar, N. (2004). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım.
  • Kerr, D. (1999). Citizenship education in the curriculum: An international review. The School Field, 10(3-4), 5-32.
  • Kılıçoğlu, G. & Akhan, N. E. (2014). Sosyal bilgiler öğretmen adaylarının ekonomi kavramlarını anlama düzeyleri. Elektronik Sosyal Bilimler Dergisi, 13(51), 209-225. https://doi.org/10.17755/esosder.43846
  • Kincheloe, L. L. (2000). Cultural studies and democratically aware teacher education: Post-fordism, civics, and the worker-citizen. In D. W. Hursh & E. W. Ross (Eds.), Democratic social education: Social studies for social change (pp. 97-120). Falmer Press.
  • Landeta, J. (2006). Current validity of the Delphi method in social sciences. Technological Forecasting & Social Change, 73, 467–482. https://doi.org/10.1016/j.techfore.2005.09.002
  • Lankshear, C., & Knobel, M. (2011). New literacies (3rd ed.). Open University Press.
  • Lawless, R. E. (2010). The student’s guide to financial literacy. Greenwood.
  • Linstone, H. A., & Turoff, M. (2002). Introduction. In H. A. Linstone & M. Turoff (Eds.), The Delphi method: Techniques and applications (pp. 3-12). Addison-Wesley Educational Publishers Inc. https://web.njit.edu/~turoff/pubs/delphibook/delphibook.pdf
  • McCowan, T. (2009). Rethinking citizenship education: A curriculum for participatory democracy. Continuum International Publishing Group.
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There are 68 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Gülten Yıldırım 0000-0002-5806-0802

Cemil Öztürk 0000-0002-2433-350X

Publication Date June 15, 2021
Submission Date December 3, 2020
Published in Issue Year 2021 Volume: 21 Issue: 2

Cite

APA Yıldırım, G., & Öztürk, C. (2021). EKONOMİ OKURYAZARI VATANDAŞLIK YETERLİKLERİNİN BELİRLENMESİ ÜZERİNE BİR DELPHİ ÇALIŞMASI. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 704-731. https://doi.org/10.17240/aibuefd.2021.21.62826-835557