This paper determines whether U.S. high school students' opinions on economics issues will change as their knowledge of economics improves.
Written in 2007; 1,931 words; 9 sources; MLA; $ 61.95
Paper Summary:
This study examines students' knowledge and attitudes before and after taking a required economic course. The paper shows how students change their opinions with an improved knowledge of economics. The paper discusses how some authorities maintain that high school students require more practical economic information, yet others argue that the traditional model of teaching economics places too much emphasis on capitalism and on the American economy. The paper asserts that it is advisable for policymakers and educators alike to examine what techniques have worked best in order to help refine existing best practices and make the study of economics a more effective and relevant American high school course.
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Review and Discussion
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From the Paper:
"Over the past few decades, there has been an increasing amount of attention paid to how best to teach economics in the nation's high schools; for example, the National Council on Economic Education has produced and distributed a wide variety of curriculum materials that encourage active learning of economics in the high school classroom (Bellisimo, Maxwell & Mergendollar, 2001). "In many of the activities," the authors advise, "students participate in active learning but are not necessarily expected to make independent, critical, evaluative judgments and reasoned choices" (Bellisimo et al., 2001, p. 73)."
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