Economics teachers often work by themselves or in small departments.This can mean they are forced to plan a lot of lessons from scratch withlimited scope for shared planning or collaboration.
Even as teaching becomes more research-informed, there is still theproblem of having to work out how this best applies when teachingEconomics, especially when there has been limited training in this.
This can mean teachers are forced to adopt a trial-and-error approach,attempting to implement generic teaching and learning tips into economicslessons.
Teachers plan each explanation individually, only learning what commonmisconceptions are through the painstaking experience of seeing puzzledexpressions on multiple pupils faces over the years. This book aims tochange that.
By looking at what the latest cognitive science research tells us abouthow pupils learn and crucially how that can be implemented in economicslessons, this book provides a short-cut to that trial-and-error approach.
While the book summarises what the research tells us about pupil learning,this is fundamentally a doing book. It is packed with practical examplesof how research can be implemented in Economics lessons looking atexplanations, misconceptions, assessment, curriculum and much more.
