What do economic scholars consider powerful economic knowledge of importance for people in their private and public lives? Implications for teaching and learning economics in social studies.
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| Title: | What do economic scholars consider powerful economic knowledge of importance for people in their private and public lives? Implications for teaching and learning economics in social studies. |
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| Authors: | Modig, Niclas |
| Source: | Studies in Higher Education. Nov 2021, Vol. 46 Issue 11, p2200-2215. 16p. 5 Charts, 3 Graphs. |
| Subjects: | Threshold concepts (Learning), Humanities education, Social sciences education, Higher education |
| Geographic Terms: | Sweden |
| Abstract: | Based on Young's notion of powerful knowledge, acquiring disciplinary knowledge emerging from an economic epistemic community is expected to make an important difference for people when dealing with economic issues in their daily lives. In this regard, this article's author asked Swedish scholars of economics at higher education institutions what they considered to be the most important economic concepts that people would need to acquire and understand. The article provides knowledge about the case of Sweden as a contribution to existing research. Although the article does not suggest a list of key concepts, the results clearly bear close similarities to the economic concepts proposed within the framework of threshold concepts. These concepts is one important resource to be considered when deciding on what economic content students should have access to in school enabling them to face economic issues in their private and public lives. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Based on Young's notion of powerful knowledge, acquiring disciplinary knowledge emerging from an economic epistemic community is expected to make an important difference for people when dealing with economic issues in their daily lives. In this regard, this article's author asked Swedish scholars of economics at higher education institutions what they considered to be the most important economic concepts that people would need to acquire and understand. The article provides knowledge about the case of Sweden as a contribution to existing research. Although the article does not suggest a list of key concepts, the results clearly bear close similarities to the economic concepts proposed within the framework of threshold concepts. These concepts is one important resource to be considered when deciding on what economic content students should have access to in school enabling them to face economic issues in their private and public lives. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2020.1716319 |
