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:
“Women’s battle for financial equality has barely been joined, much less won. Society still traditionally assigns to woman the role of money-handler rather than money-maker, and our assigned specialty is far more likely to be home economics than financial economics.”
—Paula Nelson (b. 1945)
“... many of the things which we deplore, the prevalence of tuberculosis, the mounting record of crime in certain sections of the country, are not due just to lack of education and to physical differences, but are due in great part to the basic fact of segregation which we have set up in this country and which warps and twists the lives not only of our Negro population, but sometimes of foreign born or even of religious groups.”
—Eleanor Roosevelt (1884–1962)