Economics Instruction and Attitudes about Markets and Government

2019 ◽  
Author(s):  
John Ifcher ◽  
Homa Zarghamee ◽  
Sandra Goff
Keyword(s):  
Economics Instruction

scholarly journals The turn in economics: neoclassical dominance to mainstream pluralism?

2006 ◽  
Vol 2 (1) ◽  
pp. 1-20 ◽  
Author(s):  
JOHN B. DAVIS
Keyword(s):  
Game Theory ◽  
Complexity Theory ◽  
Linear Complexity ◽  
Evolutionary Economics ◽  
Research Programme ◽  
Neoclassical Economics ◽  
Methodological Framework ◽  
Institutional Practices ◽  
Economics Instruction ◽  
Economics Research

This paper investigates whether since the 1980s neoclassical economics has been in the process of being supplanted as the dominant research programme in economics by a collection of competing research approaches which share relatively little in common with each other or with neoclassical economics. A shortlist of the new approaches in recent economics includes game theory, experimental economics, behavioral economics, evolutionary economics, neuroeconomics, and non-linear complexity theory. Two hypotheses are advanced – one regarding the relation between economics instruction and economics research and one regarding the nature of the economics research frontier – to describe social-institutional practices that contribute to the replication of economics as a field. Two further hypotheses are advanced – one regarding the boundaries of the field and one regarding how the field appraises itself – to create a historical–methodological framework for evaluating the question of change in economics and change in recent economics in particular. Finally, the paper distinguishes three leading explanations – the ‘breakdown’ view, the ‘takeover’ view, and the ‘maturity’ view – of why neoclassical economics no longer dominates a mainstream economics.

scholarly journals The Effects of Practical Problem-Based Home Economics Instruction (PPBHEI) on Middle School Students' Creativity: Focusing on the Content on “Clothing Management and Recycling”

2021 ◽  
Vol 59 (3) ◽  
pp. 401-418
Author(s):  
Ja-Young Bae ◽  
Huen-Sup Shim ◽  
Jung-Hyun Chae
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Intrinsic Motivation ◽  
Creative Thinking ◽  
Practical Problem ◽  
Home Economics ◽  
Control Group ◽  
School Students ◽  
Economics Instruction ◽  
Quasi Experimental

The purpose of this study was to test the effects of Practical Problem-Based Home Economics Instruction (PPBHEI) on middle school students' creativity, focusing on the content on “clothing management and recycling.” This study carried out quasi-experimental research with an independent variable of PPBHEI and a dependent variable of creativity. The experiment was based on a sample of 62 (31 in each group) second grade students in the Cheongju area over four class hours. ANCOVA was performed to examine pre-test and post-test differences between the experimental group and the control group. The results showed that PPBHEI did not improve the level of creativity but improved the level of creative motivation among the sub-elements of creativity (creative thinking, creative tendency, creative motivation). In particular, PPBHEI improved the level of independence in creative tendency, intrinsic motivation, and diligence in creative motivation. From the results of this study, it can be concluded that PPBHEI is effective in improving independence, intrinsic motivation, and diligence in respect of middle school students’creativity.

Sign in / Sign up

Export Citation Format

Share Document