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Recognising and building on freshman students' prior knowledge of economics

Author

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  • Michael P. Cameron
  • Steven Lim

Abstract

Could traditional economics principles courses be underserving students by failing to recognise their extant economics knowledge? In this paper, we describe an evidence-based approach that challenges the dominant paradigm in teaching first-year economics. We first show that incoming undergraduate students have higher than expected levels of economic literacy. We then describe extensions we have made to the breadth and depth of content coverage in our introductory economics course. Finally, we show using international comparisons that these changes were made without a substantial loss of learning of core economics topics, and without disadvantaging students who have no prior high school economics training.

Suggested Citation

  • Michael P. Cameron & Steven Lim, 2015. "Recognising and building on freshman students' prior knowledge of economics," New Zealand Economic Papers, Taylor & Francis Journals, vol. 49(1), pages 22-32, April.
    • Handle: RePEc:taf:nzecpp:v:49:y:2015:i:1:p:22-32
    DOI: 10.1080/00779954.2013.863721
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    Cited by:

    1. M. P. Cameron & S. Siameja, 2017. "An experimental evaluation of a proactive pastoral care initiative within an introductory university course," Applied Economics, Taylor & Francis Journals, vol. 49(18), pages 1808-1820, April.
    2. Michael P. Cameron & Rebecca Williams, 2012. "NCEA Level 3 Economics and Economic Literacy in Introductory Economics at University," Working Papers in Economics 12/05, University of Waikato.
    3. Michael P. Cameron, 2021. "Two models for illustrating the economics of media bias in introductory economics," Working Papers in Economics 21/08, University of Waikato.

    More about this item

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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