Fact Based Economic Education
Current economic literacy tests focus on theory while almost totally ignoring the economy itself. This study analyzes how well we are teaching students empirical facts. Most agree that economic literacy is a laudable goal and current literacy pedagogy is centered on teaching students how to "think like economists." The authors do not intend to imply criticism to current literacy campaigns; rather this work is intended to open a discussion within the field about the need to also introduce students to some basic economic facts. This study is based upon surveys given to several hundred introductory economics students and tabulates some preliminary observations about their level of fact attainment.
When requesting a correction, please mention this item's handle: RePEc:mes:jeciss:v:43:y:2009:i:2:p:467-476. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Ian Winship)or (Chris Nguyen)
If references are entirely missing, you can add them using this form.