AEA Papers and Proceedings
ISSN 2574-0768 (Print) | ISSN 2574-0776 (Online)
Beyond the Flipped Class: The Impact of Research-Based Teaching Methods in a Macroeconomics Principles Class
AEA Papers and Proceedings
vol. 108,
May 2018
(pp. 297–301)
Abstract
Cognitive scientists have identified fundamental principles influencing learning: deliberate practice, interleaving, retrieval practice, spacing, metacognition, desirable difficulties, limited working memory, curse of knowledge, schema generation, and constructivism. STEM education researchers have repeatedly shown improved learning when instruction employs these principles. Particularly, teaching methods like flipping and clickers work best when implemented using them. These "research-based teaching methods" are becoming the norm in STEM teaching. A macro principles course was redesigned using these principles. Five hundred and eight students in this course achieved 0.77 standard deviations more learning than principles students normally do on the macroeconomic Test of Understanding of College Economics (TUCE).Citation
Boyle, Austin, and William L. Goffe. 2018. "Beyond the Flipped Class: The Impact of Research-Based Teaching Methods in a Macroeconomics Principles Class." AEA Papers and Proceedings, 108: 297–301. DOI: 10.1257/pandp.20181052Additional Materials
JEL Classification
- A22 Economic Education and Teaching of Economics: Undergraduate