What Does Critical Thinking Mean in Teaching Economics? Symposium: Critical Thinking

Autor/in	Kearney, Melissa S.
Titel	What Does Critical Thinking Mean in Teaching Economics? Symposium: Critical Thinking
Quelle	In: Journal of Economic Education, 53 (2022) 1, S.85-87 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
DOI	10.1080/00220485.2021.2004283
Schlagwörter	Stellungnahme; Critical Thinking; Economics Education; Models; Thinking Skills; College Instruction + Suchen Sie Ihr Suchwort? Kritisches Denken; Wirtschaftskunde; Analogiemodell; Denkfähigkeit; Hochschullehre
Abstract	In this symposium, the author comments on an article written about critical thinking in economics. The author leans toward the view that undergraduate economics should continue to be focused around core tenets and basic models--what the article refers to as little-think critical thinking--while, at the same time, students should be given clear guidance about how to use these models and how to put them in a broader context. The big-think questions are what motivate professors and students to study economics. But grappling with the little-think models is what allows them to achieve clarity and rigor in their thinking. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01