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Teaching controversial and contemporary topics in economics using a jigsaw literature review activity.

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Title: Teaching controversial and contemporary topics in economics using a jigsaw literature review activity.
Authors: Button, Patrick1 (AUTHOR), Collins, LaPorchia A.1 (AUTHOR), Denteh, Augustine1 (AUTHOR), García-Pérez, Mónica2 (AUTHOR), Harrell, Ben3 (AUTHOR), Isaac, Elliott1 (AUTHOR), Ziedan, Engy1 (AUTHOR)
Source: Journal of Economic Education. Oct-Dec 2021, Vol. 52 Issue 4, p286-295. 10p. 1 Diagram, 5 Charts.
Subject Terms: *Upper level courses (Education), *Economics education, Urban economics, Labor economics, Medical economics
Abstract: Most courses are taught almost exclusively using lecture and, despite gaps in textbook coverage of empirical economics, do not incorporate academic readings. The authors of this article present a "jigsaw literature review" cooperative learning activity to address these shortfalls. The jigsaw guides students through formulating a position by synthesizing key ideas from readings with diverse perspectives on a common topic. The authors provide detailed guidance on conducting the activity in upper-level economics courses, based on their experiences while teaching labor economics, public economics, urban economics, health economics, and econometrics. They argue that their activity provides a meaningful way to integrate recent research, policy topics, and diversity issues while promoting student-student interactions. Sample course materials and additional resources are provided for ease of implementation. Supplemental data for this article is available online at https://doi.org/10.1080/00220485.2021.1963373 [ABSTRACT FROM AUTHOR]
Copyright of Journal of Economic Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teaching controversial and contemporary topics in economics using a jigsaw literature review activity.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Economic+Education%22">Journal of Economic Education</searchLink>. Oct-Dec 2021, Vol. 52 Issue 4, p286-295. 10p. 1 Diagram, 5 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Upper+level+courses+%28Education%29%22">Upper level courses (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Economics+education%22">Economics education</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+economics%22">Urban economics</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+economics%22">Labor economics</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+economics%22">Medical economics</searchLink>
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  Data: Most courses are taught almost exclusively using lecture and, despite gaps in textbook coverage of empirical economics, do not incorporate academic readings. The authors of this article present a "jigsaw literature review" cooperative learning activity to address these shortfalls. The jigsaw guides students through formulating a position by synthesizing key ideas from readings with diverse perspectives on a common topic. The authors provide detailed guidance on conducting the activity in upper-level economics courses, based on their experiences while teaching labor economics, public economics, urban economics, health economics, and econometrics. They argue that their activity provides a meaningful way to integrate recent research, policy topics, and diversity issues while promoting student-student interactions. Sample course materials and additional resources are provided for ease of implementation. Supplemental data for this article is available online at https://doi.org/10.1080/00220485.2021.1963373 [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Economic Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Oct-Dec 2021
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