Optimum Class Design to Enable Schoolchildren to Solve Problems of Consumption Life for Themselves

Abstract

This study considers how class design can be optimized to enable schoolchildren to solve problems of consumption life for themselves. By analyzing a shopping simulation class in an elementary school home economics course, the following research findings can be revealed. Goods considered by themselves for purchase enhance shopping simulation activities for schoolchildren to consider as their own problems. Further, critical thinking is fostered by visualization of the thinking process in problem-solving.