The Role of Economics in Interdisciplinary and Problem-Oriented Programs

Abstract

Although research on the teaching of economics beyond the introductory course appears to be increasing, it is still rare. This study is one of the few that deals with the intermediate level. Ault and Rutman used a three-part test (one part of which was made up of an essay question) in measuring student knowledge before and after instruction in intermediate theory. They compared an experimental group being taught through a problem-centered format (in combination with the usual lecture-discussion approach) with a control group getting only the lecture-discussion treatment. The experimental students did no better than the control students, but the authors discuss several variables that might help to explain these results.