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Cognitive science teaching strategies and literacy-targeted economics complementarities

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  • William L. Goffe
  • Scott A. Wolla

Abstract

This article’s authors describe both the advantages of a literacy-targeted introductory course and how it might be taught by employing evidence-based teaching practices developed by cognitive scientists to maximize learning. This pairing of literacy-focused content with evidence-based pedagogy is intended to enhance student learning while focusing on economic literacy rather than mastery of an encyclopedia of models. The literacy-targeted approach reduces the number of models and concepts introduced, therefore leaving more time for teaching strategies that increase comprehension and retention. The authors propose using two foundational economic models that can be utilized to illuminate a variety of economic concepts. These two models are illustrative of this approach, and others might be used. Frequent and varied use of these models deepens student understanding and lengthens retention.

Suggested Citation

  • William L. Goffe & Scott A. Wolla, 2024. "Cognitive science teaching strategies and literacy-targeted economics complementarities," The Journal of Economic Education, Taylor & Francis Journals, vol. 55(2), pages 156-165, April.
    • Handle: RePEc:taf:jeduce:v:55:y:2024:i:2:p:156-165
    DOI: 10.1080/00220485.2023.2295284
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