A Randomized Controlled Trial of Teaching Methods: Do Classroom Experiments Improve Economic Education in High Schools?

Autor/inn/en	Eisenkopf, Gerald; Sulser, Pascal
Titel	A Randomized Controlled Trial of Teaching Methods: Do Classroom Experiments Improve Economic Education in High Schools?
Quelle	Kreuzlingen: Thurgau Institute of Economics (2013), 84 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Research Paper Series / Thurgau Institute of Economics and Department of Economics at the University of Konstanz. 80
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Sekundarstufe II; Gymnasium; Unterrichtsmethode; Wirtschaftskunde; Schweiz
Abstract	The text present results from a field experiments at Swiss high schools in which we compare the effectiveness of teaching methods in economics. We randomly assigned classes into an experimental and a conventional teaching group, or a control group that received no specific instruction. Both of our teaching treatments improve economic understanding considerably while effect sizes are almost identical. However, student ability crucially affects learning outcomes as more able students seem to benefit disproportionately from classroom experiments while weaker students lose out. Supplemental data indicates that our experimental treatment crowded out time for adequately discussing the subject, which may have limited less able students to generate a profound understanding. Furthermore there is no robust impact of economic training on social preferences, measured as both individual behavior in incentivized decisions or political opinions. (Orig).
Erfasst von	Schweizerische Koordinationsstelle für Bildungsforschung, Aarau
Update	2016/3