Using Writing to Enhance Student Learning in Undergraduate Economics
Traditionally, Principles of Economics has been taught as a lecture class. Recent literature on pedagogy suggests that students learn more from an active learning approach, which engages students in ways that lectures often do not. One method of promoting active learning is to incorporate student writing in the Principles course. To test this hypothesis, I taught two sections of macroeconomic principles, which were identical except that one included a series of writing assignments, while the other did not. The examinations for both sections were the same. I assessed the experiment using several measures and concluded that the writing-augmented section showed greater learning.
Volume (Year): 1 (2003)
Issue (Month): 1 ()
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