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ERIC Number: ED316448
Record Type: Non-Journal
Publication Date: 1989-May-12
Pages: 24
Abstractor: N/A
Reference Count: N/A
Teaching Economics as a Laboratory Science.
Bartlett, Robin L.; King, Paul G.
The techniques used for teaching college economics have remained relatively unchanged over the past few decades. These techniques do not give the students an opportunity to apply, to develop, or to practice the economic theory they read about and hear in lectures. They tend to reinforce student assumptions about the subject's "givenness" and de-emphasize the discipline's dynamic nature. The recent revolution in micro technology and the availability of software have teachers of economics with an opportunity to let students in on the work of their profession, that is, "doing" economics. A computer laboratory provides students with a space within which to work closely with their professor or a graduate student. The increased availability of the instructor and the increased interaction with the material can help students learn more and learn more effectively. Even at the undergraduate level science can be exciting when both anticipated and unanticipated results arise during the experimentation process. Since undergraduate would-be economists rarely experiment, the thrill that comes with discovery is missing. Only by adopting a lecture/laboratory format can theoretical knowledge and experimental discovery be brought together to enhance student learning. This type of approach is being tried at Denison University (Ohio). A 51-item bibliography is included. (JB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: N/A