A critical review of recent economics pedagogy literature, 2020-2021

被引：6

作者：

Birdi, Alvin ^{[1
]}

Cook, Steve ^{[2
]}

Elliott, Caroline ^{[3
]}

Lait, Ashley ^{[4
]}

Mehari, Tesfa ^{[5
]}

Wood, Max ^{[1
]}

机构：

[1] Univ Bristol, Sch Econ, Bristol, England

[2] Swansea Univ, Dept Econ, Swansea, Wales

[3] Univ Warwick, Dept Econ, Warwick, England

[4] Univ Bristol, Econ Network, Bristol, England

[5] Univ Greenwich, Sch Int Business & Econ, London, England

来源：

INTERNATIONAL REVIEW OF ECONOMICS EDUCATION | 2023年 / 43卷

关键词：

Economics pedagogy; Gender; Inclusion; Design; Technology; Well-being; INTRODUCTORY ECONOMICS; COGNITIVE CHALLENGES; STUDENTS; ALTRUISM;

D O I：

10.1016/j.iree.2023.100264

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

This paper reviews journal articles in the area of economics teaching and learning published during the past two years, namely calendar years 2020 and 2021. Our intention is to provide scholars in economics departments with a critical and selective overview of some of the main trends and highlights of the scholarly literature as it pertains to economics pedagogy, curriculum and assessment.

引用

页数：13

共 91 条

[11]

Baker R., 2021, J EC TEACH, V2021, P24

[12] Evaluating the effects of mobile applications on course assessment: A quasi-experiment on a macroeconomics course [J].