Classroom Experiments

Emerson, Tisha L. N.; Hazlett, Denise

doi:10.4337/9781781002452.00018

Cited by 4 publications

(4 citation statements)

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“…Many economic educators have used trading games to teach students about the benefits of trade (Becker & Watts, 1995;Dickie, 2006;Holt, 1999). Some have even used candy or various types of snacks as props (Emerson & Henderson, 2019;Henderson, 2018;Wolla, 2022). The Candyland Economics game takes these trading experiments a step further by requiring that students record their utility rankings at the outset of the game.…”

Section: Discussionmentioning

confidence: 99%

Candyland Economics: Finding the Sweet Spot to Better Teach the Economics of International Trade Through an Interactive, Fun, and Delicious Game

Burns,

Wyld

2023

EJEDU

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International trade has been a central focus of economics since the inception of the discipline. Despite everything we have learned about the benefits of free trade, the topic remains one of the most difficult for students to comprehend, especially in today’s climate, where trade policy has become so polarizing. This paper describes a simple, easy-to-understand, student-involved, and dynamic trading game that is designed to cut through all the noise and controversy surrounding trade policy to convey essential insights about trade. It also describes how trading games like this one can serve as a jumping-off point for more in-depth discussions of a wide variety of economic topics related to the subjective theory of value and monetary economics.

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Section: Discussionmentioning

confidence: 99%

Candyland Economics: Finding the Sweet Spot to Better Teach the Economics of International Trade Through an Interactive, Fun, and Delicious Game

Burns,

Wyld

2023

EJEDU

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“…İyi tasarlandığında ve uygulandığında deneyler öğrencilerin kendi kendilerine önemli kavramları keşfetmelerine hizmet etmektedir. Bu keşif öğrencilerin yeni bulunan bilgiyi büyük ölçüde sahiplenmelerine götürmektedir (Emerson ve Hazlett, 2012).…”

Section: Pedagoji̇k Bi̇r Araç Olarak Sinif Deneyleri̇ni̇n Faydalariunclassified

“…Sınıf deneylerinde önemli bir risk öğrencilerin seçimlerini net olmayan sonuçlar meydana getirecek şekilde rassal olarak yapabilmeleridir. Bu nedenle sınıf deneylerinde önemli bir sorun öğrencilerin gerçek dünyadaki gibi davranmaları için nasıl teşvik edileceğidir (Emerson ve Hazlett, 2012). Sınıf deneylerinde öğrencilere verilecek teşviğin cinsi, miktarı vb.…”

Section: öğRencilere Deneye Katılmalarından Dolayı Verilen Teşviklerunclassified

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İktisat Öğretiminde Deneysel Yöntem: Sınıf Deneyleri ve Uluslararası İktisat Uygulamaları

Basılgan¹,

Ertürk²

2015

eab

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In general, economics courses are taught to the students at a fairly abstract level and it has a negative effect on student's attitudes towards economic courses. But the courses can be completed with classroom experiments that students make decisions and interact with. Classroom experiments give the students the opportunity to explore on their own basic economic concepts by putting them in the role of economic decision makers and the chance to see the appropriateness of theories given in the books. Indeed, the studies on classroom experiments showed that with classroom experiments students are more interesded in economic courses and more successful in the exams. However, it is more difficult to reflect international economics concepts in classroom experiments than micro-economic concepts. As a result very few classroom experiments exist in this area. These classroom experiments mostly focused on the operation of comparative advantage, the importance of specialization in trade and exchange rate. The aim of this study is to introduce the classroom experiments and to show its applications on international economics.

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In-Class Experiments as an Accompaniment to In-Class Discussion

Rauh

2014

Journal of Political Science Education

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Active learning, including in-class debates, is used in social science classrooms as a means of improving meaning and increasing understanding of complex materials. However, in-class debates do not fully satisfy all aspects of experiential learning because students do not get to experience the results of multifaceted concepts, such as strategic voting. In this article, I explore the use of an experimental voting game to teach the differences in electoral systems. Using defined payouts as policy outcomes, the results show that students who are exposed to known payoffs gained a better understanding of voting strategies under majoritarian and proportional voting schemes. Additionally, measured student outcomes in the form of a final exam showed a statistically significant difference in knowledge of voting behavior. In this way, I provide evidence that in-class experimentation can serve to complement other forms of active learning.

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Classroom Experiments

Cited by 4 publications

References 0 publications

Candyland Economics: Finding the Sweet Spot to Better Teach the Economics of International Trade Through an Interactive, Fun, and Delicious Game

Candyland Economics: Finding the Sweet Spot to Better Teach the Economics of International Trade Through an Interactive, Fun, and Delicious Game

İktisat Öğretiminde Deneysel Yöntem: Sınıf Deneyleri ve Uluslararası İktisat Uygulamaları

In-Class Experiments as an Accompaniment to In-Class Discussion

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