1 / 11

Publishing in Economics Education

Publishing in Economics Education. IREE Focus. How do economics students learn? What economics should be taught? What are the constraints in improving economics teaching and learning? How can current practice be improved?

edward-velez
Download Presentation

Publishing in Economics Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Publishing in Economics Education

  2. IREE Focus • How do economics students learn? • What economics should be taught? • What are the constraints in improving economics teaching and learning? • How can current practice be improved? • How is economics taught internationally and what can we learn from this? • How can electronic learning technologies be used to improve student learning in economics?

  3. Journal of Economic Education • Research in economic education: Original theoretical and empirical studies dealing with the analysis and evaluation of teaching methods, learning attitudes and interests, materials, or processes. • Economic content: Substantive issues, new ideas, and research findings in economics that may influence or can be used in the teaching of economics. • Economic instruction: Innovations in pedagogy, hardware, materials, and methods for treating traditional and newer subjects. Issues involving the way economics is taught are emphasized.

  4. Journal of Economic Education • Online: The Online section identifies exemplary material for teaching and learning economics that is interactive or otherwise not conducive to traditional printed-page format. It features noncommercial work by economists and educators who are creating teaching materials using innovative electronic technology. • Features and information: Reports on the status and events that influence academic economists (the labor market, status of women and minorities, and developments within graduate and undergraduate programs). • Annual Reports http://www.indiana.edu/~econed/anrpts.htm

  5. Other sources • Mergendoller, J.R., Bellisimo, Y. and Maxwell, N.L. (2000) Comparing problem-based learning and traditional instruction in high school economics - The Journal of educational research,  93, 6, pp. 374-382. • Carter, J.R. and Irons, M.D. (1991) Are Economists Different, and If So, Why? The Journal of Economic Perspectives, 5, 2, pp. 171-177. • Pang, M-F and Marton, F. (2003) Beyond ``lesson study'': Comparing two ways of facilitating the grasp of some economic concepts Instructional Science, 31, 3, pp. 175-194.

  6. IREE: Some additional points • Make sure you take note of previous contributions in IREE on the theme of your paper. • You can infer more about the editorial policy through the editorials. • Papers that appear to be an argument about economic theory pretending to be about teaching economics will not be considered.

  7. Example of productive area (1): Experiments in economics education What we currently know: • There is considerable scope for use of experiments in teaching • Most students enjoy the experience

  8. Example of productive area (1): Experiments in economics education What we currently know: • There is considerable scope for use of experiments in teaching • Most students enjoy the experience • But we don’t know: • How students learn from economic experiments • Whether learning economics is any better with experiments

  9. Do students learn through economic experiments because: • They provide experiential learning (following the work of Kolb etc.)? • They provide the conditions for ‘warm’ conceptual change’ (following the work of Pintrich and Sinatra etc.)?

  10. Example of productive area (2): The structure of economic understanding What we currently know: • Learning economics requires gaining command of a distinctive structure of understanding

  11. Example of productive area (2): The structure of economic understanding What we currently know: • Learning economics requires gaining command of a distinctive structure of understanding • But we don’t know: • How best to promote a more effectively structured understanding in economics • How best to assess the structure of a student’s understanding of economics.

More Related