2008 Volume 4 Issue 2 Pages 93-113
The authors designed a teaching-learning course that would allow elementary school students to understand economic laws on interrelation between society and distribution economy in history. The course involved a combination of 3 factors: terms-manipulation, everyday life experiences, and scientific experiences. After the 11 sessions of teaching-learning activities, almost all the students were able to apply the economic laws to explain the economic problems in test questions. However, the students did not reach the stage where they would engage independently in hypothesis-verification activities connected to economic problems. Although these results tend to confirm the effect of the 3 proposed factors on learning, there seem to remain some serious problems concerning the lack of hypothesis-verification activities.
