Abstract:
The aim of this study was to design a financial literacy curriculum model for elementary school students. To this aim, the qualitative method was used for analysis. In addition, 12 professors and specialists in the field of curriculum planning and primary education, economics and finance of Tehran universities with the academic rank of associate professor and professor were interviewed in 2020. And external audit method was used to determine the validity of the findings. The proposed model was designed consisting of five factors including curriculum context, objectives, content, method and characteristics of learners, and its theoretical basis is "Tyler rationale". The results of this study was the design of a valid curriculum model for teaching financial literacy to elementary school students, which has 21 characteristics as objectives, 26 characteristics for content, 19 characteristics for teaching methods and 8 characteristics for curriculum evaluation methods. The designed template can guide the process of planning, implementing and evaluating the curriculum.
Machine summary:
" The result of this research was the design of a valid curriculum model for teaching financial literacy to primary school students, which includes 21 indicators as objectives, 26 indicators for content, 19 indicators for teaching methods, and 8 indicators for curriculum evaluation methods.
0. This article is derived from the results of a doctoral dissertation titled "Designing and Validating a Financial Literacy Curriculum for Primary School Students," which was conducted at the Islamic Azad University, Central Tehran Branch.
6, 2019; Coda Moscarola & Kalwij 7, 2018; Batty, Collins & Odders-White 8, 2015; Go, Varcoe, Eng, Pho & Choi 9, 2012), financial attitude (Amagir, Groot, Maassen Van Den Brink & Wilschut 10, 2018), and financial behaviors such as saving (Cerya, Tasman & Rahmi 11, 2020; Tuong & Doan 12, 2020; Batty et al.
According to researchers, developing children's capacity for economic thinking and reasoning is the foundation for financial management skills in adulthood (Batty, Collins & Odders-White, 2015), the development of which requires long-term and appropriate educational opportunities; for this reason, it is essential that these teachings begin from the primary period (Jayaraman, Jambunathan & Adesanya 2, 2019; Firouzian & Goya, 1397; Pighami & Torani, 1390).
In designing a financial literacy curriculum based on Tyler's curriculum theory, it is expected that goals and objectives, learning experiences (content and subject matter), the way teaching and learning activities are organized, and the evaluation methods of the financial literacy curriculum for the educational grades of the primary period be determined; therefore, the present research intends to address the design of a desirable financial literacy curriculum model for primary school students.
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