[Autom. eng. transl.] The economic crisis offers the possibility of comparing the conceptions of young people on a transnational phenomenon. This is an infrequent occasion because many of the social conceptions are largely pervaded by cultural aspects that reduce their comparative possibilities; this is also the reason for a smaller number of studies aimed at studying the reasons for misunderstandings and bias that prevent a correct understanding of social phenomena. Investigations aimed at investigating naive conceptions of economic issues are relatively scarce and studies on this topic are relatively recent. The research presented here aims to fill this gap by exploring the conception of adolescents on complex economic phenomena that underlie the understanding of the crisis. A qualitative research was conducted, through open-ended questionnaires of 97 secondary school students (average age: 17; 57% male), analyzed according to the model of expert competence for social and economic content. Among the results, it is possible to identify the methods of reasoning that are based on a continuum that goes from everyday cognition to that of disciplinary literacy up to the expertise, that is to say the systematic disciplinary in-depth knowledge. With regard to the results, the main features of the arguments in which we recognize the principle of non-contradiction, the relevance of statements with respect to the domain of knowledge and the consistency of the processing with respect to the content were reconstructed. The data obtained confirm that students show serious difficulties with respect to the understanding of complex economic phenomena and highlight the difficult transferability of the economic knowledge acquired in the understanding of everyday economic problems.
- Crisi economica, studenti scuola secondaria, educazione econo- mica/finanziaria, alfabetizzazione finanziaria, rappresentazioni