Publishing in Economics Publishing in Economics EducationEducation

IREE FocusIREE Focus

How do economics students learn? How do economics students learn? What economics should be taught? What economics should be taught? What are the constraints in improving What are the constraints in improving

economics teaching and learning? economics teaching and learning? How can current practice be improved? How can current practice be improved? How is economics taught internationally How is economics taught internationally

and what can we learn from this? and what can we learn from this? How can electronic learning technologies How can electronic learning technologies

be used to improve student learning in be used to improve student learning in economics? economics?

Journal of Economic EducationJournal of Economic Education Research in economic educationResearch in economic education: Original : Original

theoretical and empirical studies dealing with the theoretical and empirical studies dealing with the analysis and evaluation of teaching methods, analysis and evaluation of teaching methods, learning attitudes and interests, materials, or learning attitudes and interests, materials, or processes. processes.

Economic contentEconomic content: Substantive issues, new ideas, : Substantive issues, new ideas, and research findings in economics that may and research findings in economics that may influence or can be used in the teaching of influence or can be used in the teaching of economics. economics.

Economic instructionEconomic instruction: Innovations in pedagogy, : Innovations in pedagogy, hardware, materials, and methods for treating hardware, materials, and methods for treating traditional and newer subjects. Issues involving traditional and newer subjects. Issues involving the way economics is taught are emphasized. the way economics is taught are emphasized.

Journal of Economic EducationJournal of Economic Education OnlineOnline: The Online section identifies exemplary material for : The Online section identifies exemplary material for

teaching and learning economics that is interactive or teaching and learning economics that is interactive or otherwise not conducive to traditional printed-page format. otherwise not conducive to traditional printed-page format. It features noncommercial work by economists and It features noncommercial work by economists and educators who are creating teaching materials using educators who are creating teaching materials using innovative electronic technology. innovative electronic technology.

Features and informationFeatures and information: Reports on the status and events : Reports on the status and events that influence academic economists (the labor market, that influence academic economists (the labor market, status of women and minorities, and developments within status of women and minorities, and developments within graduate and undergraduate programs). graduate and undergraduate programs).

Annual Reports Annual Reports http://www.indiana.edu/~econed/anrpts.htmhttp://www.indiana.edu/~econed/anrpts.htm

Other sourcesOther sources Mergendoller, J.R., Bellisimo, Y. and Maxwell, N.L. Mergendoller, J.R., Bellisimo, Y. and Maxwell, N.L.

(2000) (2000) Comparing problem-based learning and traditionaComparing problem-based learning and traditional instruction in high school economicsl instruction in high school economics - - The Journal of educational researchThe Journal of educational research, ,  93, 6, pp. 374-382. 93, 6, pp. 374-382.

Carter, J.R. and Irons, M.D. (1991) Are Economists Carter, J.R. and Irons, M.D. (1991) Are Economists Different, and If So, Why? Different, and If So, Why? The Journal of Economic The Journal of Economic PerspectivesPerspectives, 5, 2, pp. 171-177., 5, 2, pp. 171-177.

Pang, M-F and Marton, F. (2003) Pang, M-F and Marton, F. (2003) Beyond ``lesson Beyond ``lesson study'': Comparing two ways of facilitating the study'': Comparing two ways of facilitating the grasp of some economic concepts grasp of some economic concepts Instructional Instructional ScienceScience, 31, 3, pp. 175-194., 31, 3, pp. 175-194.

IREE: Some additional pointsIREE: Some additional points

Make sure you take note of previous Make sure you take note of previous contributions in IREE on the theme of contributions in IREE on the theme of your paper.your paper.

You can infer more about the You can infer more about the editorial policy through the editorials.editorial policy through the editorials.

Papers that appear to be an Papers that appear to be an argument about economic theory argument about economic theory pretending to be about teaching pretending to be about teaching economics will not be considered. economics will not be considered.

Example of productive area (1): Experiments Example of productive area (1): Experiments in economics educationin economics education

What we currently know: What we currently know:

• There is considerable scope for use of There is considerable scope for use of experiments in teachingexperiments in teaching• Most students enjoy the experienceMost students enjoy the experience

Example of productive area (1): Experiments Example of productive area (1): Experiments in economics educationin economics education

What we currently know: What we currently know:

• There is considerable scope for use of There is considerable scope for use of experiments in teachingexperiments in teaching• Most students enjoy the experienceMost students enjoy the experience

But we don’t know:

• How students learn from economic experiments• Whether learning economics is any better with experiments

Do students learn through Do students learn through economic experiments because:economic experiments because:

They provide experiential learning They provide experiential learning (following the work of Kolb etc.)? (following the work of Kolb etc.)?

They provide the conditions for They provide the conditions for ‘warm’ conceptual change’ (following ‘warm’ conceptual change’ (following the work of Pintrich and Sinatra the work of Pintrich and Sinatra etc.)?etc.)?

Example of productive area (2): The Example of productive area (2): The structure of economic understanding structure of economic understanding

What we currently know: What we currently know: • Learning economics requires gaining command Learning economics requires gaining command of a distinctive structure of understandingof a distinctive structure of understanding

Example of productive area (2): The Example of productive area (2): The structure of economic understanding structure of economic understanding

What we currently know: What we currently know: • Learning economics requires gaining command Learning economics requires gaining command of a distinctive structure of understandingof a distinctive structure of understanding

But we don’t know:

• How best to promote a more effectively structured understanding in economics• How best to assess the structure of a student’s understanding of economics.