|Title:||Approaches to economics education|
|Publisher:||School of Economics and Political Science, The University of Sydney|
|Citation:||Innovation for Student Engagement in Economics: Proceedings of the Eleventh Australasian Teaching Economics Conference, Ed. Stephen L. Cheung, pp. 62-72|
|Abstract:||In these pages we argue that economics has much to learn from recent advances in knowledge of how students approach learning. If we influence how students approach learning we can increase their conceptual growth and change. If we set aside the commonly used administrative approach to teaching in favour of one that concentrates on managing students’ perceptions and experiences we can make this progress. To make this argument we review the administrative approach to teaching, make a distinction between surface and deep approaches to learning, and then review key research on objectives of a course, and factors such as assignments, workload, and teaching methods. The conclusion is that teaching approaches that lead students to deep approaches to learning are essential to economics.|
|Type of Work:||Conference paper|
|Appears in Collections:||11th Australasian Teaching Economics Conference |
|06 Jackson Ross.pdf||153.17 kB||Adobe PDF|
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