Conclusion

Supriya Sarnikar
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Supriya Sarnikar: Westfield State University

Chapter 6 in What Can Behavioral Economics Teach Us about Teaching Economics?, 2015, pp 88-93 from Palgrave Macmillan

Abstract: Abstract One only needs to read a newspaper on any given day to realize that rampant misunderstandings of economic theory exist in the minds of the general public. Any teacher of economics with some years of teaching experience is also aware of the persistent misconceptions that are difficult to dislodge from the minds of many a beginning student of economics. As Milton Friedman (1953) stated in his Essays on Positive Economics, “the subject matter of economics is regarded by almost everyone as… within the range of his own experience and competence”. Add to this feeling of competence, the fact that students in an introductory course learn very little theory that can be applied immediately to their prior experience, and we get a curiously resistive mindset which makes it very difficult to convince students of the merits of adopting scientific methods to understand their economic experience.

Keywords: Behavioral Economic; Cognitive Limitation; Arabic Numeral; Cognitive Load Theory; Disciplinary Knowledge (search for similar items in EconPapers)
Date: 2015
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DOI: 10.1057/9781137497444_7

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