How Economics can be Taught in a More Interesting Way
The importance of Economics courses in the course of undergraduate studiesfrequently appears when problems and issues are encountered within thenational economic status, or sometimes, even during own financialdifficulties. William Becker, in his Teaching Economics in the 21stCentury, indicates Siegfried's view of the goal of Economics courses. "The primary goal of undergraduate courses in economics is to enable students to think like economists."Many mediums affect our perspective of economics. Mediums such as thetelevisions, radios, and newspapers, act as influences on how we vieweconomics. Particularly in educational institutions, such serve asinfluences on how economics is taught. Becker and his colleagues, however, "But even college-educated high school teachers of economics have beliefs about economics that are more highly correlated with those of journalists than with those of economists."This journalist-like view of economics is among the several problems thatare seen in the way economics is taught. Economics educators tend to b
From textbooks, discussions are brought in a class. Basically, economics deal with graphical analysis (Sharpe, 2001). Knowledge of statistics is desirable, but not mandatory. One method of teaching being implemented by many is the use of textbooks. einfluenced by what media delivers. A computer system with graphic input and output facilities could help a student attempting to understand these concepts [law of demand]. This includes competence in writing, quantitativereasoning, and oral communication (Field, et. In the early course of learning economics,such as during the first course in college, it is expected that beginningstudents are not knowledgeable of any principles and formulas of economics. Such includes thecomputer's ability to run a series of dynamic models, to produce differentequations, to produce graphs, etc. In view of this, one way ofteachingeconomics in a more interesting ways is the use of current events. However, in teachingand learning economics, discussion of recorded markets of the past wouldturn out to be hypothetical if there are no current events that thestudents can use as references (Becker, 2000). Hence, the method of usingcurrent events as part of learning economics is important because of itsability to provide a direct point of learning wherein learners can easilysee every sides and corners of the economic situation being studied. The philosophicalview behind this idea is that the importance of the amount of knowledgeobtained by students is equivalent to the process by which they develop andshow their competencies in the process of learning (Field, et. Shapiro and Varian additionally list the following principles and conceptsthat can be learned from using current economic situations as reference ofanalysis.
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