Approaches to economics education

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.