Simulations and Games in Economics Education - in Economics Education

In Economics Education

Economics education studies recommend the adoption of more active and collaborative learning methodologies (Greenlaw, 1999). Simkins (1999) stated “… teaching practices, which rely heavily on the lecture format, are not doing enough to develop students’ cognitive learning skills, attract good students to economics, and motivate them to continue coursework in the discipline.” (p. 278). This is consistent with the results of a survey published in the American Economic Review by Allgood (2004) that shows that students “rarely take economics as a free elective – especially beyond principles.” (p. 5). More is needed to be done in the classroom to excite students about economics education.

Simulations supplement the standard lecture. Both computerized and non-computer based simulation and games show significant levels of growth in education (see Lean, Moizer, Towler, and Abbey, 2006; Dobbins, Boehlje, Erickson and Taylor, 1995; Gentry, 1990;.

Read more about this topic:  Simulations And Games In Economics Education

Famous quotes containing the words economics and/or education:

    Religion and art spring from the same root and are close kin. Economics and art are strangers.
    Willa Cather (1876–1947)

    A good education ought to help people to become both more receptive to and more discriminating about the world: seeing, feeling, and understanding more, yet sorting the pertinent from the irrelevant with an ever finer touch, increasingly able to integrate what they see and to make meaning of it in ways that enhance their ability to go on growing.
    Laurent A. Daloz (20th century)