How can economists use the cognitive challenges framework to enhance economic education?
Chew and Cerbin ( 2021 ) outline nine cognitive challenges to student learning with which economic educators are likely familiar, even if the language used to describe them differs. In this article, the authors refrain from summarizing Chew and Cerbin's framework and instead focus on providing...
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| Veröffentlicht in: | The Journal of economic education 2021-01, Vol.52 (1), p.41-52 |
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| container_title | The Journal of economic education |
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| creator | Allgood, Sam McGoldrick, KimMarie |
| description | Chew and Cerbin (
2021
) outline nine cognitive challenges to student learning with which economic educators are likely familiar, even if the language used to describe them differs. In this article, the authors refrain from summarizing Chew and Cerbin's framework and instead focus on providing context for how those conducting research and developing pedagogy in economics might incorporate these challenges into their work. In addition, they provide some thoughts on what these challenges mean for two important related issues: improving diversity and inclusion in the economics profession and the training of teachers in economics. |
| doi_str_mv | 10.1080/00220485.2020.1845267 |
| format | Article |
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| ispartof | The Journal of economic education, 2021-01, Vol.52 (1), p.41-52 |
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| language | eng |
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| source | Education Source; Business Source Complete |
| subjects | Cognitive challenges Cognitive Science Disproportionate Representation Diversity economic education Economics Economics Education Inclusion Instructional Design Language Usage Learning Processes Outcomes of Education Teaching Methods |
| title | How can economists use the cognitive challenges framework to enhance economic education? |
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