An Evaluation of Collaborative Problem Solving for Learning Economics

Johnston, Carol; James, Richard; Lye, Jenny; McDonald, Ian

doi:10.1080/00220480009596758

Cited by 85 publications

(41 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Gokhale (1995) finds that students who participated in collaborative learning performed significantly better on critical thinking than students who studied individually. According to Johnston et al (2000), collaborative learning through problem solving encourages critical thinking as it allows knowledge retention as students apply knowledge in other contexts. At the same time, it enhances interpersonal skills.…”

Section: Literature Reviewmentioning

confidence: 99%

A Study of Collaborative Learning among Malaysian Undergraduates

Maesin¹,

Mansor²,

Shafie³

et al. 2009

ASS

View full text Add to dashboard Cite

show abstract

Section: Literature Reviewmentioning

confidence: 99%

A Study of Collaborative Learning among Malaysian Undergraduates

Maesin¹,

Mansor²,

Shafie³

et al. 2009

ASS

View full text Add to dashboard Cite

show abstract

“…Gruene-Yanoff (2009) suggests credibility of theories is also important. Klamer and Colander (1987) suggest that students find relevance of theory to be important to them; and that economics graduate students found the irrelevance of much Economic theory disengaging (see also Johnston, et al, 2000). For many students, excessive theorisation (and a lack of realisticness) can be significant in reducing interest in economics (Mearman, 2008).…”

Section: Some Educational Arguments For Pluralismmentioning

confidence: 99%

Does Pluralism in Economics Education Make Better Educated, Happier Students? A Qualitative Analysis

Mearman¹,

Wakeley²,

Shoib³

et al. 2011

International Review of Economics Education

View full text Add to dashboard Cite

This paper contributes to the debate on pluralism in the economics curriculum. Here pluralism means a diversity of theoretical perspectives. One set of pedagogical arguments for pluralism are those found in 'liberal' philosophy of education. To this end, the first part of the paper presents arguments for pluralism based on 'liberal' pedagogical arguments. The paper also notes more instrumental arguments for pluralism and the barriers to such an approach. Finally, the paper considers new primary evidence from focus groups on student perceptions of economics. This evidence shows support for the arguments that a pluralist curriculum is popular and develops cognitive capacities of criticism, comparison and analysis -exactly those argued for in (liberal) pedagogical discussion -as well as judgement, understanding and writing skills. However, pluralism as a teaching strategy may be more difficult for those delivering it.

show abstract

“…Problem based and case study approaches have proven to be effective in many disciplines such as engineering [1,2,3], medicine [4] and economics [5]. The use of visualisations and simulations for teaching and learning is widespread, and simulated site visits often have a spatial nature, such as uses in architecture [6], mining [7] and geography [8].…”

Section: A New Pedagogymentioning

confidence: 99%

“…Teaching staff may be subject to a high initial load to change the culture, and then may be required to teach in very different modes for different subjects. However, none of these difficulties is insurmountable and there are clear benefits in the introduction of problem based or case study approaches, based on evaluations of student satisfaction with their own learning and improved academic performance [3,5,10].…”

Section: A New Pedagogymentioning

confidence: 99%