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Harmonizing Teaching Tools with Cognitive Learning Outcomes in the Teaching of Economics

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  • Mohsen Edalati

Abstract

The selection of teaching tools is a key determinant of the extent to which the anticipated learning outcomes of a course will be realized. As such, choosing optimal teaching tools can be a greatly effective course of action to enhance learning in the classroom. As Terregrossa et al. (2009) point out, ¡°it is ironic that the practitioners of the discipline devoted to the study of efficiency principles [i.e. economics] are implicitly accused of being inefficient in their approach to teaching that discipline.¡± The purpose of the present paper is to first explain cognitive learning outcomes as well as review both traditional and modern teaching tools in the context of economics. Next, the appropriate teaching tools that match correspondingly with each specific cognitive learning outcome are proposed in the setting of teaching economics. To this end, the paper concentrates on Benjamin Bloom¡¯s (1956) taxonomy of cognitive domains to describe different cognitive learning levels. Then, a diverse set of teaching tools suitable to teach economics are corresponded to different cognitive learning outcomes. More specifically, the present paper aims to introduce different teaching tools - including course formats, major teaching methods, and teaching moves - corresponding to different levels of cognitive domain in the context of teaching economics. Finally, it is argued that economics instructors should select teaching tools as well as contents, readings, in-class activities, assignments, and assessment formats after formulating the learning outcomes of the course, so that the teaching tools selected can facilitate students¡¯ learning and help them achieve the anticipated learning outcomes more readily.

Suggested Citation

  • Mohsen Edalati, 2017. "Harmonizing Teaching Tools with Cognitive Learning Outcomes in the Teaching of Economics," International Journal of Economics and Finance, Canadian Center of Science and Education, vol. 9(1), pages 119-129, January.
    • Handle: RePEc:ibn:ijefaa:v:9:y:2017:i:1:p:119-129
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    References listed on IDEAS

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    1. Alexandra Naumenko & Seyyed Ali Zeytoon Nejad Moosavian, 2016. "Clarifying Theoretical Intricacies through the Use of Conceptual Visualization: Case of Production Theory in Advanced Microeconomics," Applied Economics and Finance, Redfame publishing, vol. 3(4), pages 103-122, November.
    2. Seyyed Ali Zeytoon Nejad MOOSAVIAN, 2016. "Teaching Economics and Providing Visual “Big Pictures”," Journal of Economics and Political Economy, KSP Journals, vol. 3(1), pages 119-133, March.
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    5. Charles A. Holt & Susan K. Laury, 1997. "Classroom Games: Voluntary Provision of a Public Good," Journal of Economic Perspectives, American Economic Association, vol. 11(4), pages 209-215, Fall.
    6. Becker, William E & Watts, Michael, 1995. "Teaching Tools: Teaching Methods in Undergraduate Economics," Economic Inquiry, Western Economic Association International, vol. 33(4), pages 692-700, October.
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    8. repec:jpe:journl:174 is not listed on IDEAS
    9. Ralph A. Terregrossa & Fred Englander & Zhaobo Wang, 2009. "Why Learning Styles Matter For Student Achievement In College Economics," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 9(1), pages 16-31, Summer.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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