The purpose of this paper is to collect new evidence about the efficacy of the pedagogical principles derived from our earlier study on boosting students’ financial literacy, with the aim of providing a theoretically and practically powerful account of how generative learning in the domain of financial literacy can be enhanced.,This is an example of learning study consisting of a design experiment, which aims to test the conjectures of the variation theory of learning. A total of 156 students who were aged from 14 to 16 years were taught under the three learning conditions which embedded the test criteria, and a total of seven lessons were used by the two participating teachers for each of the classes. To assess students’ appropriation of the object of learning, four tests were conducted, i.e. a pre-test, post-test immediately after the lessons, delayed post-test after six weeks and second delayed post-test after six months.,This study shows that a systematic use of the pattern of “contrast-fusion-generalization” to deal with the individual core economic concepts identified can help students lay a solid conceptual foundation for developing financial literacy. Furthermore, with the use of the meta-level pattern of “contrast-fusion-generalization” through complex everyday financial problems or situations which transcend the specific concepts, students can make effective use of the core economic concepts learned and transform them organically into one’s analytical framework. This enables students to discern and focus upon the critical aspects of novel financial situations and have a greater likelihood of making well-reasoned and sound financial decisions.,This paper sheds light on the ways in which students’ generative learning in the domain of financial literacy can be enhanced through the conceptual approach grounded in the variation theory of learning.

中文翻译：

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通过学习研究加强青少年在金融知识领域的生成性学习

本文的目的是收集关于我们早期关于提高学生金融素养的研究得出的教学原则有效性的新证据，目的是提供理论和实践上强有力的解释，说明生成性学习如何在金融素养领域可以增强。,这是一个由设计实验组成的学习研究的例子，旨在检验学习变异理论的猜想。在嵌入测试标准的三种学习条件下，共有 156 名 14 至 16 岁的学生接受了教学，两名参与教师为每个班级共使用了七节课。为了评估学生对学习对象的占用情况，我们进行了四项测试，即课前测试、课后测试、六周后延迟后测和六个月后第二次延迟后测。,本研究表明，系统地运用“对比-融合-概括”的模式来处理确定的个体核心经济概念可以帮助学生奠定培养金融素养的坚实概念基础。此外，通过“对比-融合-概括”的元级模式，通过复杂的日常财务问题或超越特定概念的情况，学生可以有效地利用所学的核心经济概念，并将其有机地转化为自己的分析。框架。这使学生能够辨别并关注新财务状况的关键方面，并更有可能做出合理和合理的财务决策。