Big Think: A Model for Critical Inquiry in Economics Courses
Big Think: A Model for Critical Inquiry in Economics Courses
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大思考：经济学课程中批判性探究的模型
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
R. Garnett
中科院分区：
文献类型：
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作者：
Kimmarie Mcgoldrick;R. Garnett
经济学教育者经常宣称，他们的目标是教学生“像经济学家一样思考”。自从齐格弗里德和他的同事（1991）创造了这个短语以来，它的含义一直被解释为专注于经济学的分析概念和方法，而不是培养学生在大学以外的复杂世界中独立批判性思维的更广泛目标。Colander和McGoldrick（2009 b）认为，当学习过程中包括开放式问题，鼓励学生超越教科书原则的算法应用时，学生更有可能实现这两个目标。在这篇文章中，作者通过一个关于差别学费定价的教学模块来实施这种“大思考”方法，通过对当代学习理论的密切关注来加强其发展。
Economic educators often profess the goal of teaching our students to “think like economists.” Since Siegfried and colleagues (1991) coined this phrase, its meaning has been interpreted as a focus on analytical concepts and methods of economics as opposed to the broader goal of preparing students for independent, critical thought in the complex world beyond college. Colander and McGoldrick (2009b) argued that students are more likely to achieve both of these objectives when the learning process includes open-ended questions that encourage them to move beyond algorithmic application of textbook principles. In this article, the authors operationalize this “big think” approach through an instructional module on differential tuition pricing, the development of which was enhanced by careful attention to contemporary learning theory.