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시민교육연구 , 2014년, pp.177 - 205   http://dx.doi.org/10.35557/trce.46.4.201412.006
본 등재정보는 저널의 등재정보를 참고하여 보여주는 베타서비스로 정확한 논문의 등재여부는 등재기관에 확인하시기 바랍니다.

PISA 2012 금융이해력 평가와 한국의 금융관련 학교경제교육과정
PISA's Financial Literacy Test and Financial Education related Curriculum in Korean Precollege Level School

조지민  임해미  천규승  김경모 
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    Recently financial literacy is being stressed as the key competency for citizens living in the 21st century. In this context this study is trying to analyze the PISA financial literacy test and to check the readiness for the 2015 PISA financial test of Korea, For this purpose this study analyzed the financial related economic contents in Social Studies curriculum in elementary and secondary school and tried to find out its connection to PISA financial test items. The results of analysis are as follows. In case of 'social studies' in primary schools, it does not directly cover any contents related to financial education; however, it may indirectly cover some of the financial matters as an example of making rational decisions. In case of 'social studies' in middle schools, though it covers some relevant contents in chapters of 'understanding financial life' and 'national economy and economic development', it is still too fragmentary, with the exception of 'financial management' section, to give an adequate amount of information on actual financial situations and shows a fairly low level of connectivity to the PISA financial literacy assessment items and framework. In case of 'social studies' in high schools, it covers some relevant materials in chapters of 'rational decisions and life' and 'aging and life planning.' In 'economics', it directly covers all the contents of PISA financial literacy assessment framework in chapters related to financial education; nevertheless, most of the students taking the course are over fifteen years old, which exceeds the age limit of PISA assessment subjects. Accordingly, it is advisable that in planning financial education curricula in middle schools, we take into consideration 'economics' of high-school level in terms of its content and area as well as the cases of 'social studies' of high-school level in terms of its process and context. Then, we could provide a very exemplary financial education in both contents and achievements.


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