Learning from physics education research: Lessons for economics education
AbstractWe believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.
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Bibliographic InfoPaper provided by University Library of Munich, Germany in its series MPRA Paper with number 9314.
Date of creation: 27 Jun 2008
Date of revision:
economic education; physics education research (PER); research-based teaching; preconceptions; metacognition; transfer; context-rich problems; peer instruction; just-in-time teaching; interactive lecture demonstration;
Find related papers by JEL classification:
- A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
This paper has been announced in the following NEP Reports:
- NEP-ALL-2008-07-30 (All new papers)
- NEP-EDU-2008-07-30 (Education)
- NEP-HPE-2008-07-30 (History & Philosophy of Economics)
- NEP-KNM-2008-07-30 (Knowledge Management & Knowledge Economy)
- NEP-LAB-2008-07-30 (Labour Economics)
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.:
- 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.
- William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
- Myra H. Strober & Allen Cook & Kasi Allen Fuller, 1997. "Making and Correcting Errors in Student Economic Analyses: An Examination of Videotapes," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(3), pages 255-271, September.
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