IDEAS home Printed from https://ideas.repec.org/p/wai/econwp/11-05.html
   My bibliography  Save this paper

Recognising and Building on Freshman Students' Prior Knowledge of Economics

Author

Abstract

The results of three surveys of freshman economics students (2008-2010) at the Waikato Management School, New Zealand, suggest that incoming students have significant levels of prior economics knowledge. Given this head start in knowledge, we have expanded our freshman lecture material with more advanced content than students would normally encounter in a microeconomics principles class. This paper examines the sources of incoming students’ prior economics knowledge and discusses some of the changes made to the learning material. The changes relate principally to the links we make between students’ basic, prior economics knowledge and the more advanced learning content that demonstrates how formal economics training can add considerable value in thinking more deeply about current affairs, business issues and daily life experiences.

Suggested Citation

  • Michael P. Cameron, 2011. "Recognising and Building on Freshman Students' Prior Knowledge of Economics," Working Papers in Economics 11/05, University of Waikato.
    • Handle: RePEc:wai:econwp:11/05
    as

    Download full text from publisher

    File URL: https://repec.its.waikato.ac.nz/wai/econwp/1105.pdf
    Download Restriction: no
    ---><---

    Other versions of this item:

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    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

    Keywords

    freshman economics; economic literacy; prior learning;
    All these keywords.

    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

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:wai:econwp:11/05. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Geua Boe-Gibson (email available below). General contact details of provider: https://edirc.repec.org/data/dewaknz.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.