The cognitive challenges of effective teaching and contribution opportunities to the Features and Information section of the Journal of Economic Education

Abstract

Learning-focused teaching must take into account students’ cognitive processes. Chew and Cerbin (2021) offer a conceptual framework based on nine interacting cognitive challenges faced by students to guide instructors toward teaching practices that provide the best opportunities for students to learn. The goal of this guideline article is to identify fruitful areas for writing and analysis that stem from the work of Chew and Cerbin and are suitable for the Features and Information section of the Journal of Economic Education. We consider these fertile areas by identifying the intersection of nine cognitive challenges and the five main categories of articles appropriate for the F&I section.

Keywords:

• Cognitive challenges
• features and information
• manuscript suggestions/guidelines

JEL CODES:

• A20, A21, A22

Notes

1 See, for example, “The Diversifying Economic Quality (Div.E.Q.),” (Bayer 2011) wiki that can be found at http://diversifyingecon.org/.

2 See, for example, Bayer, Bhanot, et al. (2020).

3 See Matthews (2019).

4 George Kuh is the founding director of the National Survey of Student Engagement (NSSE). He describes the types of pedagogies that he considers to be “high-impact” practices (Kuh 2008).

5 https://www.core-econ.org/about/