A Research Project on Higher Education. Investigations into the Learning and Teaching of Basic Concepts in Economics. No. 54. (1).

Autor/inn/en	Dahlgren, Lars Owe; Marton, Ference
Institution	Gothenburg Univ. (Sweden). Inst. of Education.
Titel	A Research Project on Higher Education. Investigations into the Learning and Teaching of Basic Concepts in Economics. No. 54. (1).
Quelle	(1976), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Comparative Education; Concept Formation; Concept Teaching; Developmental Psychology; Economics; Economics Education; Educational Research; Higher Education; Individual Differences; Learning; Learning Processes; Skill Development; Student Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Concept learning; Begriffsbildung; Entwicklungspsychologie; Volkswirtschaftslehre; Wirtschaftskunde; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individueller Unterschied; Lernen; Learning process; Lernprozess; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A progress report on a research project directed toward facilitating deeper understanding of economic concepts at the university level is presented. The purposes of the project are to explore phenomena conceptualization and to investigate why some students are more successful at a learning task than other students. In the analysis of a microeconomics course, student comprehension of economic concepts and principles was assessed. Students were interviewed on basic economic questions before, during, and after participating in the course. Findings were evaluated over three semesters, with an experimental course in microeconomics instituted during the fourth semester. Characteristic ways in which students understood and misunderstood basic concepts such as opportunity cost, production and cost functions, and utility and costs are described. A preliminary conclusion is that student understanding of basic concepts would increase if learning was described in terms of the structural aspects of the learning process such as forgetting, remembering, problem solving, or adhering to a specific teaching method. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01