Fact Based Economic Education

Timothy Wunder, Thomas Kemp and Scott England

Journal of Economic Issues, 2009, vol. 43, issue 2, 467-476

Abstract: Current economic literacy tests focus on theory while almost totally ignoring the economy itself. This study analyzes how well we are teaching students empirical facts. Most agree that economic literacy is a laudable goal and current literacy pedagogy is centered on teaching students how to "think like economists." The authors do not intend to imply criticism to current literacy campaigns; rather this work is intended to open a discussion within the field about the need to also introduce students to some basic economic facts. This study is based upon surveys given to several hundred introductory economics students and tabulates some preliminary observations about their level of fact attainment.

Date: 2009
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DOI: 10.2753/JEI0021-3624430220

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