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Jeux pédagogiques. Vers un nouvel enseignement de la science économique

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  • Nicolas Eber

Abstract

The inclusion of classroom experiments in courses is one of the major innovations in the teaching of economics. The experimental approach is a very efficient pedagogic tool that allows a more intuitive and comprehensive presentation of theoretical concepts without necessarily implying a less rigorous conception of the teaching. The aim of the present paper is to survey the literature on the use of classroom experiments. We discuss the pros and cons of the experimental method and we propose a survey of the available resources.

Suggested Citation

  • Nicolas Eber, 2003. "Jeux pédagogiques. Vers un nouvel enseignement de la science économique," Revue d'économie politique, Dalloz, vol. 113(4), pages 485-521.
    • Handle: RePEc:cai:repdal:redp_134_0485
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    Cited by:

    1. Aurélie Carimentrand & Sandrine Rospabé, 2014. "Pourquoi et comment former les animateurs socioculturels à l’économie sociale et solidaire ?," Post-Print hal-01893507, HAL.
    2. Swinton, Scott M., 2021. "Learning about Consumer Demand from Student Surveys," Applied Economics Teaching Resources (AETR), Agricultural and Applied Economics Association, vol. 3(3), September.
    3. Caroline Bayart & Sandra Bertezene & David Vallat, 2013. "Les "serious games" : des leviers en faveur du knowledge management," Working Papers hal-00846779, HAL.

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    Keywords

    teaching; classroom experiments;

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