Students’ understanding of socio-economic phenomena: Conceptions about the free provision of goods and services

Research on conceptual change has paid relatively less attention to the social than to the physical science domain. In particular, research on conceptual change in economic understanding has been fairly sparse and loosely connected. Given the potential significance of citizen’s economic understanding in delimiting government responses to globalisation (Davies, 2006) this topic is worthy of further study. This study paper investigates conceptions about the provision of free goods and services, drawing on evidence from students in different age groups. In contrast to previous work we focus on the question ‘Should this product or service be made available for free?’ We compare the reasoning of students at different ages across a range of products and services and we explore the ways that they attempt to resolve conflicts within their reasoning.

► Basis presented for viewing conceptions in social science as theoretically distinct. ► Normative conceptions of price categorically different from explanations of price. ► Influence of ‘normal experience’ on views about what should be. ► Schooling effects not apparent.