19 Pages Posted: 27 Jun 2008 Last revised: 16 Aug 2016
Date Written: June 27, 2008
We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.
Keywords: economic education, physics education research (PER), research-based teaching, preconceptions, metacognition, transfer, context-rich problems, peer instruction, just-in-time teaching, interactive lecture demonstration
JEL Classification: A2
Suggested Citation: Suggested Citation
Simkins, Scott P. and Maier, Mark H., Learning from Physics Education Research: Lessons for Economics Education (June 27, 2008). Available at SSRN: https://ssrn.com/abstract=1151430 or http://dx.doi.org/10.2139/ssrn.1151430