Determinants of Achievement of Economics Concepts by Elementary School Students.

The article explains the extent of elementary students' learning of four major groups of economics concepts such as basic, economic systems, markets and prices and macro and international economics. The authors relate learning to the extent that the components of these concept groups are taught and to the characteristics of students in a production-function-of-learning model. Research on creating and maintaining change in schools shows that dissemination of new knowledge should not consist of stand-alone presentations of information but should include personal assistance and continuing support so that the innovation will be internalized and its use will be of long duration. The continuing personal support from instructors and the sharing of experiences from the classroom help the teachers to find successful instructional strategies, reduce their stress over making changes in their teaching and generate enthusiasm for teaching economics. Working with elementary teachers in a graduate class while they teach economics to elementary students as a part of course requirements, shows that economics can be added to the existing curriculum and that students' understanding of economics concepts will increase if teachers and economic educators work together in a concerted, sustained effort.