Teaching Economics: Perspectives on Innovative Economics Education

182 Pages·2019·2.35 MB·English

by  Joshua Hall, Kerianne Lawson

Joshua Hall · Kerianne Lawson Editors
Teaching
Economics
Perspectives on Innovative
Economics Education
Teaching Economics
Joshua Hall • Kerianne Lawson
Editors
Teaching Economics
Perspectives on Innovative
Economics Education
123
Editors
JoshuaHall KerianneLawson
CollegeofBusinessandEconomics CollegeofBusinessandEconomics
WestVirginiaUniversity WestVirginiaUniversity
Morgantown Morgantown
WestVirginia,USA WestVirginia,USA
ISBN978-3-030-20695-6 ISBN978-3-030-20696-3 (eBook)
https://doi.org/10.1007/978-3-030-20696-3
©SpringerNatureSwitzerlandAG2019
Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartof
thematerialisconcerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation,
broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionorinformation
storageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology
nowknownorhereafterdeveloped.
Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication
doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant
protectivelawsandregulationsandthereforefreeforgeneraluse.
Thepublisher,theauthors,andtheeditorsaresafetoassumethattheadviceandinformationinthisbook
arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsor
theeditorsgiveawarranty,expressorimplied,withrespecttothematerialcontainedhereinorforany
errorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictional
claimsinpublishedmapsandinstitutionalaffiliations.
ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSwitzerlandAG.
Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland
Acknowledgements
We would like to thank the Center for Free Enterprise at West Virginia University
forgeneralresearchsupport.
v
Contents
1 TheDevelopmentofInteractiveClassroomActivitiestoTeach
EconomicFreedomtoStudentsofVariousLearningStyles........... 1
SignèThomas
2 VideoGamesinTeachingEconomics .................................... 9
DavidYoungberg
3 One-ShotGame:AFree-MarketApproachtothePrinciples
ofMicroeconomicsClass................................................... 33
NinosP.Malek
4 AHighlySimplifiedPollutionAbatementGame........................ 45
NimishAdhia
5 AssignmentstoEngageStudentsinEconomicsStudyAbroad
Programs .................................................................... 53
DarshakPatel
6 TheEconomicPrinciplesofMyCancerTreatment:
HowtoUseMedicalExperiencestoTeachEconomics................. 63
JoabCorey
7 TextbookConfessions:GovernmentPoliciesandMarket
Outcomes.................................................................... 75
HugoEyzaguirre,TawniHuntFerrarini,andBrianO’Roark
8 UniversityandHighSchoolEconomicsEducatorsPartnership:
AModelfromLaCrosse,Wisconsin ..................................... 89
AdamHofferandAndrewBeckstrom
9 AClassroomExperiment:TheRedistributionofQuizScores ........ 97
GordonSmith
10 MakingEconomicsStickwithEconBeats............................... 105
AbdullahAl-BahraniandLeithThompson
vii
viii Contents
11 Navigating the Economics Major: The Effect of Gender
onStudents’DegreePathways............................................ 115
LauraJ.AhlstromandCarlosJ.Asarta
12 TakingaPathLessTraveled:Mastering‘MetricsWithout
aTextbook................................................................... 137
AliceLouiseKassens
13 StructuredWritingAssignmentsinanAmericanEconomic
HistoryCourse.............................................................. 155
JudgeGlock,JoshuaHall,andMarcusM.Witcher
14 IntegratingtheEconomicWayofThinkingintoUSHistory
Courses ...................................................................... 163
M.ScottNiederjohnandColinO’Reilly
Contributors
NimishAdhia ManhattanvilleCollege,Purchase,NY,USA
LauraJ.Ahlstrom OklahomaStateUniversity,Stillwater,OK,USA
AbdullahAl-Bahrani NorthernKentuckyUniversity,HighlandHeights,KY,USA
CarlosJ.Asarta UniversityofDelaware,Newark,DE,USA
AndrewBeckstrom OnalaskaHighSchool,Onalaska,WI,USA
JoabCorey UniversityofCaliforniaRiverside,Riverside,CA,USA
HugoEyzaguirre NorthernMichiganUniversity,Marquette,MI,USA
TawniHuntFerrarini LindenwoodUniversity,St.Charles,MO,USA
JudgeGlock WestVirginiaUniversity,Morgantown,WV,USA
JoshuaHall CollegeofBusinessandEconomics,WestVirginiaUniversity,
Morgantown,WV,USA
AdamHoffer UniversityofWisconsin-LaCrosse,LaCrosse,WI,USA
AliceLouiseKassens RoanokeCollege,Salem,VA,USA
NinosP.Malek DeAnzaCollege,Cupertino,CA,USA
M.ScottNiederjohn LakelandUniversity,Plymouth,WI,USA
ColinO’Reilly CreightonUniversity,Omaha,NE,USA
BrianO’Roark RobertMorrisUniversity,MoonTownship,PA,USA
DarshakPatel UniversityofKentucky,Lexington,KY,USA
GordonSmith AndersonUniversity,Anderson,SC,USA
SignèThomas FloridaStateUniversity,Tallahassee,FL,USA
ix
x Contributors
LeithThompson BurwoodGirlsHighSchool,Croydon,NSW,Australia
MarcusM.Witcher UniversityofCentralArkansas,Conway,AR,USA
DavidYoungberg MontgomeryCollege,Rockville,MD,USA
Chapter 1
The Development of Interactive
Classroom Activities to Teach Economic
Freedom to Students of Various Learning
Styles
SignèThomas
Abstract I created eight lessons exploring economic freedom, designed with
student-centeredlearninginmind.Sevenoftheeightlessonsareinteractive,andsix
ofthoseseveninvolvestudentsworkingtogetherincollaborativegroups.Multiple
lessons involve physical activity, two of which (Lesson 2 and Lesson 6) involve
studentsrunningaroundtheclassroomduringthelesson.Theinteractiveactivities
are perfectly suited for the flipped classroom or flipped learning. These lessons
can also be implemented in a traditional style classroom, if an instructor wants to
break up their lecture with an interactive activity. These lessons are designed for
highschoolandundergraduatestudents,andprovideaneducatorwithready-to-use
activitiestousewithintheirclassroomtoteachtheirstudentsaboutvariousaspects
of economic freedom. Each lesson has a theme, description, learning outcomes,
procedure, a final thought, and a glossary. The lessons also include any necessary
handoutssuchasreadingsorsigns,studentdirections,teamanswersheets,answer
keys, visuals, and any other resources needed for the activity. These thorough
materialswillsignificantlyreducetheamountoftimeittakesaninstructortoprepare
and implement the lessons in their classroom. I have received positive verbal and
writtenfeedbackfromeducatorsintheUSAandCanada,aswellasfrommyown
Honors Principles of Macroeconomics and Honors Principles of Microeconomics
studentsatFloridaStateUniversity.
1.1 LiteratureReview
Aflippedorinvertedclassroom,orflippedlearning,isapedagogicalmethodwhere
the learning process is said to be “flipped” from the traditional style of lecture or
“chalkandtalk.”Ratherthanspendingclasstimefullyfocusedonalecture,students
S.Thomas((cid:2))
FloridaStateUniversity,Tallahassee,FL,USA
e-mail:[email protected]
©SpringerNatureSwitzerlandAG2019 1
J.Hall,K.Lawson(eds.),TeachingEconomics,
https://doi.org/10.1007/978-3-030-20696-3_1