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The source and impact of student preconceptions in economics principles classes

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  • Parsons, Richard
  • Mamo, Michael

Abstract

Beginning students approach economic issues from a normative viewpoint and see things as ‘good, bad or should be’. These preconceptions and biases can interfere with the attempt to teach economics from a positive approach. This paper seeks to answer the questions 1) Do students come into economics training with preconceptions that could cloud their learning? 2) Is there a way to anticipate at what level specific preconceptions might occur in an identified group of students? Building on the work of Caplan this study uses survey techniques with two diverse student bodies; we find that students enter their study of economics with a significant set of preconceptions and biases, which are correlated with their initial understanding of factual information, and with their socioeconomic background. While the data in this study is limited to two specific set of students there are many students and situations where similar biases are likely to be important to the learning environment.

Suggested Citation

  • Parsons, Richard & Mamo, Michael, 2017. "The source and impact of student preconceptions in economics principles classes," International Review of Economics Education, Elsevier, vol. 25(C), pages 15-24.
    • Handle: RePEc:eee:ireced:v:25:y:2017:i:c:p:15-24
    DOI: 10.1016/j.iree.2017.04.001
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    References listed on IDEAS

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    1. Sam Allgood & William B. Walstad, 1999. "What Do College Seniors Know about Economics?," American Economic Review, American Economic Association, vol. 89(2), pages 350-354, May.
    2. Bryan Caplan, 2007. "Introduction to The Myth of the Rational Voter: Why Democracies Choose Bad Policies," Introductory Chapters, in: The Myth of the Rational Voter: Why Democracies Choose Bad Policies, Princeton University Press.
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    Cited by:

    1. Kuhn, Christiane & Zlatkin-Troitschanskaia, Olga & Brückner, Sebastian & Saas, Hannes, 2018. "A new video-based tool to enhance teaching economics," International Review of Economics Education, Elsevier, vol. 27(C), pages 24-33.

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    Keywords

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    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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