 Using prior knowledge, scaffolding, and modelling to teach lessons in economics: three examples from across the curriculumVictor Claar and Jane E. Finn International Journal of Pluralism and Economics Education, 2011, vol. 2, issue 4, 398-407 Abstract: Students often become frustrated with learning economics not because the economics is too hard, but because they try to grasp the economic device, model, or tool being used at the same time they try to understand the economic theory the device is designed to illuminate. As a result, the tool that should aid economic understanding frequently backfires. This paper links three pertinent concepts from the education literature - prior knowledge, scaffolding, and modelling - to teaching economics. After explaining each concept, we supply three strategies designed to leverage each concept for maximum impact. Our examples come from across the curriculum: intermediate macroeconomics, principles of microeconomics and econometrics. We hope that readers will use our ideas and consider further ways of leveraging each concept. Keywords: pluralism pedagogy; prior knowledge; scaffolding instruction; modelling steps; curriculum; teaching; economic devices; economic models; economic tools; economic theories; student understanding; concept leverage; intermediate macroeconomics; microeconomics; econometrics; economics education. (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ids:ijplur:v:2:y:2011:i:4:p:398-407 Access Statistics for this article More articles in International Journal of Pluralism and Economics Education from Inderscience Enterprises Ltd |
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