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Significant learning in principles of economics: A module on the minimum wage

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  • Lisa Giddings
  • Stephan Lefebvre

Abstract

The authors of this article make a case for using Fink’s (2013) taxonomy of significant learning in the economics classroom to improve standard-based economics education and to continue transforming the discipline to reduce social inequality along multiple dimensions, including gender, race, and class. Fink’s framework is defined by student engagement with six distinct kinds of learning. Changes in student attitudes, changes in what students know about themselves and others, and learning how to learn in different settings are learning outcomes that are incorporated explicitly alongside acquiring new discipline-specific knowledge and skills. The authors apply Fink’s taxonomy to a module on the minimum wage for principles of economics. They discuss potential activities and reflect on the benefits and challenges associated with using Fink’s taxonomy.

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  • Lisa Giddings & Stephan Lefebvre, 2023. "Significant learning in principles of economics: A module on the minimum wage," The Journal of Economic Education, Taylor & Francis Journals, vol. 54(4), pages 418-428, October.
    • Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:418-428
    DOI: 10.1080/00220485.2023.2230220
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    Cited by:

    1. Jacqueline Strenio & Yana van der Meulen Rodgers, 2023. "Integrating gender into a labour economics class," Advances in Economics Education, Edward Elgar Publishing, vol. 2(1), pages 26-44, June.

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