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Fact Based Economic Education

Author

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  • Timothy Wunder
  • Thomas Kemp
  • Scott England

Abstract

Current economic literacy tests focus on theory while almost totally ignoring the economy itself. This study analyzes how well we are teaching students empirical facts. Most agree that economic literacy is a laudable goal and current literacy pedagogy is centered on teaching students how to "think like economists." The authors do not intend to imply criticism to current literacy campaigns; rather this work is intended to open a discussion within the field about the need to also introduce students to some basic economic facts. This study is based upon surveys given to several hundred introductory economics students and tabulates some preliminary observations about their level of fact attainment.

Suggested Citation

  • Timothy Wunder & Thomas Kemp & Scott England, 2009. "Fact Based Economic Education," Journal of Economic Issues, Taylor & Francis Journals, vol. 43(2), pages 467-476.
    • Handle: RePEc:mes:jeciss:v:43:y:2009:i:2:p:467-476
    DOI: 10.2753/JEI0021-3624430220
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    Cited by:

    1. Zohreh Emami, 2013. "Teaching and learning for economic life," Chapters, in: Deborah M. Figart & Tonia L. Warnecke (ed.), Handbook of Research on Gender and Economic Life, chapter 6, pages 77-90, Edward Elgar Publishing.

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