FOR OR AGAINST THE INTRODUCTION OF TEACHINGS ON ECONOMICS AT AN EARLY AGE?

After a quick overview of the Spanish education system and the LOMCE regarding the teaching of the economic subject, this article analyses the degree of knowledge in economics that high school students have in Spain.

The research is carried out among 25 students of two classes of 4th of ESO who study the subject of Economics at the Justo Millán de Hellín Institute (Albacete). A questionnaire of 30 questions is designed in order to know if students have any difficulty in the studies, the importance given to the subject of Economics, their degree of satisfaction with this subject, their level of economic independence, their economic and financial knowledge and their attitude towards the entrepreneurship.

Additionally, individual interviews were conducted with the three teachers of Economy in the same centre. To facilitate the collection of information, a survey of 20 questions is prepared, which aims to find out information about the level of knowledge acquired by the students after completing the subject, the teaching method used in class, their participation in teaching innovation projects and how they motivate and evaluate students.

With the information obtained, a descriptive statistical study of the situation is carried out. The discussion of the results points in the line of the convenience of studying economic concepts at an early age.