NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ858764
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0271-0633
More Significant and Intentional Learning in the Economics Classroom
Miners, Laurence; Nantz, Kathryn
New Directions for Teaching and Learning, n119 p25-33 Fall 2009
The authors are both teachers in the Economics Department at Fairfield University, where they share responsibility for the introductory and intermediate economics courses. Student's comment illustrates that they were apparently not reaching their students in ways that achieved their goals: developing students' abilities to understand economic concepts and apply them to complicated questions regarding resource allocation that they really care about. In this article, the authors describe their experience using Dee Fink's taxonomy and course design model to create what they believe are now significant learning experiences for students in their introductory and intermediate economics courses. They describe the changes they made and then discuss what they have found to be positive assessment results from the courses. (Contains 1 table.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A