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Understanding Students' Misunderstanding in Economics

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  • Tang, Tommy

    (School of Economics and Finance, Queensland University of Technology, Brisbane)

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    Abstract

    Many academics, including economics educators, are sceptical about the role of educational research, which they believe is often divorced from their day-to-day teaching practice. If economic education research is to have an impact on teaching practices, it should be empirical and contextualised, i.e. built on sound knowledge of student learning products derived from experiential data in particular contexts. The present study is an attempt in this direction and aims to investigate how commencing students in economics understand the fundamental economic concept of "allocative efficiency".

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    Bibliographic Info

    Article provided by Queensland University of Technology (QUT), School of Economics and Finance in its journal Economic Analysis and Policy (EAP).

    Volume (Year): 33 (2003)
    Issue (Month): 1 (March)
    Pages: 157-171

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    Handle: RePEc:eap:articl:v:33:y:2003:i:1:p:157-171

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    Keywords: Economics; Education;

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    1. Siegfried, John J, et al, 1996. "Teaching Tools: How Is Introductory Economics Taught in America?," Economic Inquiry, Western Economic Association International, vol. 34(1), pages 182-92, January.
    2. Siegfried, John J & Round, David K, 1994. "The Australian Undergraduate Economics Degree: Results from a Survey of Students," The Economic Record, The Economic Society of Australia, vol. 70(209), pages 192-203, June.
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