Significant Learning in Introductory Macroeconomics: Addressing Misconceptions about "Others"

Autor/in	Ersal Kiziler, Eylem
Titel	Significant Learning in Introductory Macroeconomics: Addressing Misconceptions about "Others"
Quelle	In: Journal of Economic Education, 54 (2023) 4, S.391-397 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
DOI	10.1080/00220485.2023.2234900
Schlagwörter	Introductory Courses; Macroeconomics; Economics Education; Misconceptions; Instructional Effectiveness; Teaching Methods; Learning Activities + Suchen Sie Ihr Suchwort? Einführungskurs; Makroökonomie; Wirtschaftskunde; Missverständnis; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität
Abstract	Misconceptions hinder optimal student learning. They need to be addressed explicitly and formally to achieve effective teaching of economics. The author of this article outlines an activity that is designed to address misconceptions about "others" using a backward course design framework. Fink's significant learning categories, specifically human dimension, and caring, are used to create learning outcomes that target misconceptions. The Predict-Observe-Explain teaching strategy is used to translate these learning outcomes into learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01