To determine the extent to which the cognitive and affective domains interact, the question is asked whether or not an increase in student understanding in the content area of international trade is correlated with a change in attitude toward policy issues surrounding that subject. (JB)

Second in a three-part series, this article provides suggestions for the development of theoretical models in which issues and questions in economic education can be conceptualized and formally stated as empirically testable hypotheses. (Author/RM)

Points out shortcomings in much of the existing research on economics and economics education. Topics include inappropriate uses of various quantitative techniques, an explanation of probit analysis and its potential application to analysis of discrete economic education variables, and assessment of innovative methods in economic education.…

Presents study results on gender differences in economic knowledge. Addresses the question of whether gender gaps in economic understanding widen as students progress through college. Reports that no evidence was found to support the hypothesis that significant and consistent gender differences exist in college students' performances on economic…

We welcome you to the International Conference on Education and New Developments 2014, taking place in Madrid, Spain, from 28 to 30 of June, 2014. Education, as an important right in our contemporary world, began since we exist. Knowledge and skills were passed by adults to the young, and cultures began to extend their experiences through various…

A survey of economics teachers indicated that textbooks, books on applied economics, and daily newspapers were the most important sources for lesson content. For journal availability see SO 504 303. (DE)

Conducted by Brigham Young University, the study to determine to what extent changes occur in the understanding of basic concepts among Utah secondary school students enrolled in economics and general business courses revealed the students learned little or nothing. The Test of Economic Understanding was the instrument used. (Author/BP)

A survey of recent work on computer assisted instruction classifies the material reviewed by mode -- batch or interactive -- and by level -- introductory or advanced undergraduate study. (KM)

Compared the results of studies conducted at Utah State University in 1970 and 1972 designed to determine whether economic games deepen the educational experience. The 1970 study proved that "poor" students were penalized for participating in the game while "very good students" benefited. The 1971 and 1972 experiments showed that all levels of…

The author provides an overview of the many kinds of research studies completed that deal with the teaching of College economics. Approximately 700 studies are categorized by 20 types. (Author/RM)

This study that examined the economic reasoning of preschool and elementary school children concluded that (1) the nature of children's economic reasoning is supportive of cognitive development theory; (2) children's economic reasoning varies somewhat by personal experiences, and (3) the intermediate grades are an appropriate level to emphasize…

Study showed that experience-based economic education at the high school level, as opposed to the traditionally watered-down approach, results in the transfer of economic reasoning/thinking to everyday decision making. (RM)

Study results indicated that high school students' attitudes toward the American economic system and business are affected positively by the amount of economic knowledge they possess. In addition, economics courses were found to be effective means of increasing economics knowledge. (RM)

A content analysis of 22 secondary economics textbooks revealed the textbooks to be less sex-biased than the books examined in earlier studies. However, women are still underrepresented in most of the textbooks, and little attention is given to economic realities which women face. (Author/RM)

Participation in a college-level economics course appeared to be a very important predictor of economic cognition and of economic reasoning with respect to students' personal monetary decisions. Course participation was not a strong factor in economic reasoning with respect to time-allocation decisions. (RM)