小学创业家

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-01-31 DOI:10.7771/1541-5015.1780

A. Whitlock

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引用次数: 5

摘要

在本文中，我描述了一个基于项目的经济学单元在密歇根州五年级课堂上的实施，名为“一只母鸡”。一个母鸡是一个课程单元，旨在通过学生设计和经营自己的社会企业的项目，让学生学习经济概念，同时培养自己的公民效能。这些发现是一个更大的案例研究的一部分，该研究调查了一个五年级班级的“一只母鸡”经历，以及这些学生对贷款和创业等经济概念的了解。通过以项目为基础的真实学习体验，五年级学生对贷款和小额信贷在创建社会企业中的作用有了更深入的了解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Elementary School Entrepreneurs

In this paper, I describe the implementation of a project-based economics unit in a fifth-grade classroom in Michigan, titled One Hen. One Hen is a curricular unit designed to teach students about social entrepreneurship as a way for students to learn economic concepts while developing their own civic efficacy by engaging in a project where they design and run their own social business. These findings are part of a larger case study that examines one fifth-grade class’s experience with One Hen and what these students learned about the economic concepts of loans and entrepreneurship. Through the authentic experiences of project-based learning, the fifth-grade students developed a more sophisticated understanding of loans and the role of microfinance in creating a social business.

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.