The Road to Transfer: Concept and Context Approaches to the Subject of Economics in Secondary School
AbstractIn this study we investigated the effects of two forms of instruction: strengthening concepts and strengthening the ability to connect context with concepts. The aim of this study was to find out what contributes most to the ability to transfer: strengthening conceptual knowledge or strengthening the making of connections. Some 139 students of the pre-final year of pre-university education participated in an experiment with two conditions and with a pre-test and a post-test. All students performed significantly better on the post-test in which conceptual knowledge was measured compared to the pre-test. No significant differences were measured between the two instructions on the post-test on transfer.
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Bibliographic InfoArticle provided by Economics Network, University of Bristol in its journal International Review of Economics Education.
Volume (Year): 11 (2012)
Issue (Month): 1 ()
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Postal: University of Bristol, BS8 1HH, United Kingdom
Fax: +44(0)117 331 4396
Web page: http://www.economicsnetwork.ac.uk/iree
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Becker, William E., 2004. "Good-byE old, hello new in teaching economics," Australasian Journal of Economics Education (AJEE), University of Queensland, School of Economics, vol. 1(1), pages 5-17, March.
- W. Lee Hansen & Michael K. Salemi & John J. Siegfried, 2002. "Use It or Lose It: Teaching Literacy in the Economics Principles Course," American Economic Review, American Economic Association, vol. 92(2), pages 463-472, May.
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