How can economists use the cognitive challenges framework to enhance economic education?

Abstract

Chew and Cerbin (2021) outline nine cognitive challenges to student learning with which economic educators are likely familiar, even if the language used to describe them differs. In this article, the authors refrain from summarizing Chew and Cerbin’s framework and instead focus on providing context for how those conducting research and developing pedagogy in economics might incorporate these challenges into their work. In addition, they provide some thoughts on what these challenges mean for two important related issues: improving diversity and inclusion in the economics profession and the training of teachers in economics.

Keywords:

• Cognitive challenges
• diversity
• economic education
• research

JEL CODE:

• A2

Notes

1 Both papers allow the fact that studying math might help you learn economics, but such cross-course effects are not pertinent to the current discussion.

2 In 2019, women earned 32% of new PhDs granted (CSWEP 2019, 14). In 2018, Blacks earned 3.88% of doctorates; Hispanics earned 6.03% of PhDs (CSMGEP, 2019, 2).

3 For example, Allgood and Bayer (2017, Table 3, 663) also suggest “Construct examples of empirical observations that illustrate that correlation does not necessarily imply causation.” If the instructor requires students to find examples outside of their textbook and class, it forces the students to transfer what they are learning to new contexts.

4 https://www.aeaweb.org/about-aea/committees/economic-education/educate-workshop-details