Top-down, middle-out, and bottom-up processes: A cognitive perspective of teaching and learning economics

Ling-po Shiu () and Chor-yiu (CY) Sin
Additional contact information
Ling-po Shiu: The Chinese University of Hong Kong

International Review of Economic Education, 2006, vol. 5, issue 1, 60-72

Abstract: The pedagogical value of graphical representations and analyses (GR and GA) in economics education is examined in a framework of top-down and bottom-up processes of thinking. We argue, with the support of two illustrative examples, that they are useful to the extent that they provide bridges between economic theories and facts. We also note that over-reliance on GR and GA may lead to misconceptions on the students' part. Hence, the challenge for educators and students of economics is to connect GR and GA upwardly with theories and downwardly with the empirical world.

Date: 2006
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.economicsnetwork.ac.uk/iree/v5n1/shiu.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:che:ireepp:v:5:y:2006:i:1:p:60-72

Ordering information: This journal article can be ordered from

Access Statistics for this article

More articles in International Review of Economic Education from Economics Network, University of Bristol University of Bristol, BS8 1HH, United Kingdom. Contact information at EDIRC.
Bibliographic data for series maintained by Martin Poulter ().