**2. Teaching to Teach: Economics and Entrepreneurship?**

Learning moments are specific moments of life that allow people to understand a specific subject in an easier way, since an experimental situation is directly related with what must be learned [17].

In that sense, the learning moments help to answer the next question: What life events allow people to learn more easily the prioritized financial education contents [17]?

From the Center of Excellence in Economic Psychology and Consumption (in Spanish the CEPEC), economic and entrepreneurial literacy has been assisting scholars through interdisciplinary projects methodology, using a central axis of articulated pedagogical multidisciplinary interests and scholarly interests.

This is a methodology that organizes a teaching–learning process in a flexible way, considering diversity as a way to address a topic or problem. The emphasis of a project is the relation between the different disciplinary contents regarding a central axis topic, bringing together the pedagogical interest of teachers with their students' interest, and acting like an organizer and articulator of varied aspects and disciplines that are part of the project, where there should exist coherence between the various curricula contents of the involved courses [18].

To develop classroom projects it is possible to use varied pedagogical methodologies, such as cooperative groups, concept maps, field trips, construction of models, laboratory work, and computer and audiovisual techniques [17].

Before starting a project in the classroom it is important to establish a general sequence of main objectives, contents, and activities, which should orient the students' learning process, and should be sufficiently flexible to accept specific suggestions and areas of interest from the students. Here, the teacher's or teachers team's role should be similar to an "orchestra director" or "general manager" of the project [19].

What are the phases needed to develop an interdisciplinary project?

There exist three main phases of development:


it is relevant that schools accept responsibility for teaching deliberate and comprehensive entrepreneurial education with the objective of developing entrepreneurial knowledge, attitude, values, and behaviors in children, enabling them able to reach adulthood with the abil-

In elementary school, the development of entrepreneurial spirit is achieved through the inclusion of curricular elements in two areas: social sciences (core subjects) and social values (specific subjects). The first element, core subjects, encourages the development of both individuals and teamwork, as well as the essential element of the learning process and the responsibility of studying, for example, self-confidence, critical sense, individual initiative,

Quite often practical entrepreneurship experiences include very precise guidelines to enable teachers to fit into the curricula of particular subjects (civic education, social sciences, integrated research projects, business, and entrepreneurship), or for their development in hours of tutoring. This strategy significantly facilitates the level of implementation of certain initia-

The concept of entrepreneurial skills implies not only having knowledge and skills, but also defining the importance of an individual's independence and creative capital. Training for the competitive world of entrepreneurship implies surpassing the mere definition of performance. It is necessary that individuals generate other projects, new hopes for themselves, and

Learning moments are specific moments of life that allow people to understand a specific subject in an easier way, since an experimental situation is directly related with what must be learned [17]. In that sense, the learning moments help to answer the next question: What life events allow

From the Center of Excellence in Economic Psychology and Consumption (in Spanish the CEPEC), economic and entrepreneurial literacy has been assisting scholars through interdisciplinary projects methodology, using a central axis of articulated pedagogical multidisci-

This is a methodology that organizes a teaching–learning process in a flexible way, considering diversity as a way to address a topic or problem. The emphasis of a project is the relation between the different disciplinary contents regarding a central axis topic, bringing together the pedagogical interest of teachers with their students' interest, and acting like an organizer and articulator of varied aspects and disciplines that are part of the project, where there should exist coherence between the various curricula contents of the involved courses [18].

To develop classroom projects it is possible to use varied pedagogical methodologies, such as cooperative groups, concept maps, field trips, construction of models, laboratory work, and

ity to manage their own and other people's resources wisely and responsibly [14].

curiosity, interest and creativity in learning, and entrepreneurial spirit [15].

**2. Teaching to Teach: Economics and Entrepreneurship?**

people to learn more easily the prioritized financial education contents [17]?

tives as it develops during school hours [15].

plinary interests and scholarly interests.

computer and audiovisual techniques [17].

other competences [16].

144 Socialization - A Multidimensional Perspective

1. Project formulation

This phase focuses on organizing the interdisciplinary work team (teachers who are teaching in the selected course and assigning time to the work team in planning activities), its consolidation, and the formulation of the project to be carried out together. The ideal is not more than four subjects or subsectors because it could be more difficult to coordinate interest and common working spaces.

Examples of activities to develop this stage are:


Finally, the format of the basic project formulation document should have at least:


## 2. Implementation and execution

In this phase, the project is implemented in a coordinated way by each teacher of the team in each of their respective subjects and schedules. Permanent coordination of the work team is necessary to permanently evaluate project development and incorporate the adjustments that are deemed appropriate.

• Internal analysis of the team and preparation of corrective measures.

On the other hand, in relation to project tracking, guidelines are identified for the preparation

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A. Project portfolio or project group folder: This is an ideal tool for monitoring formative and summative evaluation of classroom projects. Ideally, each student team should have one, containing a register, evidence of file activities, and project products. In addition, this will allow the development of transversal values such as self-criticism, order, responsibility, and

B. Activities register logbook: This is a personal document and students should develop their own to register progress and difficulties. Ideally, teachers should also prepare their own blog to evaluate the progress of the project, the students' responses to each of the activities, and the difficulties and their solutions. Finally, the logbook has a basic structure for its evaluation:

The second version of the "Teaching to Teach: Economics and Entrepreneurship" program was launched in 2016 together with Juega+, which was created from the need to incorporate, in a playful and applied way, economic and financial literacy in school planning. For it to work, it is based on the development of entrepreneurship, so that this could be considered as a future option for self-employment. It seeks to promote financial knowledge as well as entrepreneurial skills in children, which are developed through a project of social entrepreneurship.

The 123 program is aimed mainly at students between the second and third cycle, with a low socioeconomic level, belonging to municipal schools of the commune of Peñalolén, in the city

It has been determined that the best way to teach financial content and develop the fnonding competences is to use "learning moments" in the resources and pedagogical activities that the

• Self-assessment of the teachers team. • Elaboration of final project reports.

of the project portfolio and the logbook:

The portfolio should include at least:

• Intermediate and final products.

**2.1. To whom is it addressed?**

**2.2. Why use interdisciplinary projects?**

different educational programs design and implement [14].

of Santiago de Chile.

(1) Date, (2) Activity, (3) Results, and (4) Personal reflections.

the ability to prioritize.

• A script of the project.

• Materials. • Registers.

In addition, it is necessary that the work carried out throughout the project (research, documentation, etc.) should be reflected in evidence or concrete products, such as a mural, a model, a monographic work, plays, exhibitions, the sale of products, and others.

Like the first phase, there are various activities to develop:


The evaluation phase is a permanent phase, which is organized into three subphases based on a series of questions:


Suggested activities to carry out in the evaluation phase:


On the other hand, in relation to project tracking, guidelines are identified for the preparation of the project portfolio and the logbook:

A. Project portfolio or project group folder: This is an ideal tool for monitoring formative and summative evaluation of classroom projects. Ideally, each student team should have one, containing a register, evidence of file activities, and project products. In addition, this will allow the development of transversal values such as self-criticism, order, responsibility, and the ability to prioritize.

The portfolio should include at least:


2. Implementation and execution

146 Socialization - A Multidimensional Perspective

• Presentation and launch of project.

• Teachers team coordination meetings.

3. Evaluation

on a series of questions:

answer them?

project?

are deemed appropriate.

In this phase, the project is implemented in a coordinated way by each teacher of the team in each of their respective subjects and schedules. Permanent coordination of the work team is necessary to permanently evaluate project development and incorporate the adjustments that

In addition, it is necessary that the work carried out throughout the project (research, documentation, etc.) should be reflected in evidence or concrete products, such as a mural, a

• Development of the classroom program of the project, incorporating students' questions.

• Organization, coordination, and supervision of students work teams of each subject, which will be the same during the development of the project. A continuous review of the log-

The evaluation phase is a permanent phase, which is organized into three subphases based

**A.** Initial evaluation: What do students know about the topic? What are their hypotheses and learning references? What questions are asked? How are they organized initially to

**B.** Process evaluation: What are they learning? How are they following the meaning of the project? How are they organizing their logbooks? How do they solve the problems and conflicts inside each teachers team? How is critical reflection being promoted through the

**C.** Product evaluation: What have students learned in relation to the initial proposals? Are they capable of establishing new relationships? What have they reflected in the final report? What does self-assessment and coevaluation reflect? What have we learned as teacher team about teaching work? What has been our progress in developing or consolidating more efficient economic attitudes and competences in our students and ourselves as a teaching team?

• Development of stages of evaluation and application of assessment tools and strategies.

model, a monographic work, plays, exhibitions, the sale of products, and others.

Like the first phase, there are various activities to develop:

books and project portfolios of each team should be carried out.

• Self-assessment and incorporation of necessary adjustments.

Suggested activities to carry out in the evaluation phase:

• Formulation of evaluation questions.

• Presentation of project products and shared reflection on these.


B. Activities register logbook: This is a personal document and students should develop their own to register progress and difficulties. Ideally, teachers should also prepare their own blog to evaluate the progress of the project, the students' responses to each of the activities, and the difficulties and their solutions. Finally, the logbook has a basic structure for its evaluation: (1) Date, (2) Activity, (3) Results, and (4) Personal reflections.

The second version of the "Teaching to Teach: Economics and Entrepreneurship" program was launched in 2016 together with Juega+, which was created from the need to incorporate, in a playful and applied way, economic and financial literacy in school planning. For it to work, it is based on the development of entrepreneurship, so that this could be considered as a future option for self-employment. It seeks to promote financial knowledge as well as entrepreneurial skills in children, which are developed through a project of social entrepreneurship.

### **2.1. To whom is it addressed?**

The 123 program is aimed mainly at students between the second and third cycle, with a low socioeconomic level, belonging to municipal schools of the commune of Peñalolén, in the city of Santiago de Chile.

#### **2.2. Why use interdisciplinary projects?**

It has been determined that the best way to teach financial content and develop the fnonding competences is to use "learning moments" in the resources and pedagogical activities that the different educational programs design and implement [14].

## **2.3. How was it done?**

First, it was realized that teachers in the participant schools would have to be trained in economic and financial concepts, entrepreneurial skills, and interdisciplinary project methodology. As a part of this, teachers formulated their projects into interdisciplinary teams.

about their opinions, relevant topics, significant learnings, learnings used in daily life, learn-

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Focus groups were recorded and transcribed. Transcriptions were analyzed in the NVivo program, version 11. An open coding strategy was used to analyze the contents of the transcriptions, which is a way of codifying whereby codes are not premeditated and appear at the same moment. Subsequently, a dendrogram was generated by joining related concepts.

Based on a qualitative analysis of the information collected, in the dendrogram (**Figure 1**) it is possible to observe, in the first instance, a dichotomous classification referring to the experience of students who are attending the second or third school cycle in the "123 emprender" program.

At first, considering the experience of the "123 entrepreneurship" program, it possible to identify some positive aspects such as the development of learning and future discourses. In relation to the development of learning, students identify the acquisition of concepts related to economic and financial literacy, such as savings, budgeting, planning, compare prices, and money. "We learn how to compare prices before we buy" and "We learn financial language." In addition, they identify the acquisition of mathematically logical concepts, which were used for the development of the project; these included addition, subtraction, division, multiplication, interpretation of graphics, and others. "We saw percentages, graphics, and charts in

ings used in family life, and which improvements they would like to make.

mathematics class" and "We learn how to calculate a discount."

**4. Results**

**Figure 1.** Dendrogram.

The projects were then communicated to students and a tutor assisted the teachers in the development of the projects.

The topics chosen by teachers to work with the projects were:


The development and results of projects were presented in an exhibition by teachers and a number of students.

Finally, an evaluation of the experience through a focus group was realized with students from the participant courses.
