2008/07/22 by Scott Simkins, Scott P. Simkins, Simkins, Scott P. +3
Engineering · Physics and Astronomy · Psychology · Social Sciences · #Computer science #Context (archaeology) #Economics education #Educational research #Engineering #Engineering ethics #FOS: Physical sciences #Innovations in Educational Methods #Mathematics education #Physics Education (physics.ed-ph) #Physics education #Primary education #Process (computing) #Psychology #Science education #Sociology #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.0807.3534
19 pages, 3 figures, submitted to Journal of Economic Education, also available from Social Science Research Network <http://ssrn.com/abstract=1151430>
arxiv created 2008/07/22 · openalex publication_date 2008/07/22 · arxiv updated 2009/12/01 · openalex created_date 2018/03/29 · openalex updated_date 2026/08/05
We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.