Reinterpreting the economics textbook: A student assignment

Eleanor Denny ()

International Review of Economics Education, 2014, vol. 16, issue PB, 100-110

Abstract: Much of the literature on teaching methods for economics demonstrates different ways the instructor can present the material to the students. Here the author proposes an assessed learning process whereby the students take responsibility for teaching and learning aspects of the course themselves by interpreting the textbook and representing it in a more accessible way. The assignment incorporates aspects of problem based learning, peer-assisted learning and reciprocal teaching, with a relatively low administrative burden (which is often a deterrent in large classes). This article describes the assessment method and gives some practical information to facilitate adoption in other courses.

Keywords: Economics education; Undergraduate economics; Problem based learning; Introductory economics; Peer assisted learning; Reciprocal teaching (search for similar items in EconPapers)
JEL-codes: A2 (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:16:y:2014:i:pb:p:100-110

DOI: 10.1016/j.iree.2014.04.005

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