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ERIC Number: EJ1417719
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0022-0485
EISSN: EISSN-2152-4068
Cognitive Science Teaching Strategies and Literacy-Targeted Economics Complementarities
William L. Goffe; Scott A. Wolla
Journal of Economic Education, v55 n2 p156-165 2024
This article's authors describe both the advantages of a literacy-targeted introductory course and how it might be taught by employing evidence-based teaching practices developed by cognitive scientists to maximize learning. This pairing of literacy-focused content with evidence-based pedagogy is intended to enhance student learning while focusing on economic literacy rather than mastery of an encyclopedia of models. The literacy-targeted approach reduces the number of models and concepts introduced, therefore leaving more time for teaching strategies that increase comprehension and retention. The authors propose using two foundational economic models that can be utilized to illuminate a variety of economic concepts. These two models are illustrative of this approach, and others might be used. Frequent and varied use of these models deepens student understanding and lengthens retention.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A