Abstract
Abstract Helping young people learn to grapple successfully with economic issues is clearly a fundamental goal of citizenship education. During the 1950's, there was the beginning of some research about how children and adolescents think about economic-related ideas. This research waned throughout most of the 1960's and early 1970's. Recently, there is new but limited evidence of an increased interest in this area of investigation. This article provides a summary of the studies done in the 1950's and early 1960's as a backdrop for a report on more recent work done in the mid-1970's.
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