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"I Just Kind of Guessed": Student Constructions of Knowledge in AP Microeconomics.

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Title: "I Just Kind of Guessed": Student Constructions of Knowledge in AP Microeconomics.
Authors: Gurlea, Michael (AUTHOR), Fitzpatrick, Colleen (AUTHOR), Hover, Stephanie van (AUTHOR), Cornett, Ariel (AUTHOR)
Source: High School Journal. Fall2023, Vol. 107 Issue 1, p41-68. 28p.
Subjects: Interactive learning, Social sciences education, Market design & structure (Economics), Qualitative research, Socioeconomics
Abstract: This case study explored how a teacher, Ms. Walter, and her students experienced a unit of study on market structures in an Advanced Placement (AP) Microeconomics course. We employed qualitative research methods, drawing on the work of Nuthall and Alton-Lee, to connect students' experiences of classroom instruction to their reasoning on an end-of-unit multiple-choice test modeled after the AP Exam. Findings indicate a key misalignment between opportunities to learn the content during the unit and student performance on the unit test. Despite engaging in student-centered, interactive methods of instruction, students were unable to engage in the tasks required by the assessment. [ABSTRACT FROM AUTHOR]
Copyright of High School Journal is the property of University of North Carolina Press 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: Psychology and Behavioral Sciences Collection
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  Data: "I Just Kind of Guessed": Student Constructions of Knowledge in AP Microeconomics.
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  Data: <searchLink fieldCode="AR" term="%22Gurlea%2C+Michael%22">Gurlea, Michael</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fitzpatrick%2C+Colleen%22">Fitzpatrick, Colleen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hover%2C+Stephanie+van%22">Hover, Stephanie van</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cornett%2C+Ariel%22">Cornett, Ariel</searchLink> (AUTHOR)
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  Label: Abstract
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  Data: This case study explored how a teacher, Ms. Walter, and her students experienced a unit of study on market structures in an Advanced Placement (AP) Microeconomics course. We employed qualitative research methods, drawing on the work of Nuthall and Alton-Lee, to connect students' experiences of classroom instruction to their reasoning on an end-of-unit multiple-choice test modeled after the AP Exam. Findings indicate a key misalignment between opportunities to learn the content during the unit and student performance on the unit test. Despite engaging in student-centered, interactive methods of instruction, students were unable to engage in the tasks required by the assessment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of High School Journal is the property of University of North Carolina Press 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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        Value: 10.1353/hsj.2023.a947205
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        Text: English
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      – SubjectFull: Market design & structure (Economics)
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              Text: Fall2023
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