- مبلغ: ۸۶,۰۰۰ تومان
- مبلغ: ۹۱,۰۰۰ تومان
This paper presents an in-class experiment used as a teaching tool in an introductory microeconomics class at the undergraduate college level. It is directed at a critical but challenging concept for principles students— constrained utility maximization and a methodology to intuit preferences. The experimental project is nested in the literature pertaining to the current transition in microeconomic theory motivated by contributions from behavioral economics and transactions-cost economics, among other elements; modern pedagogical models; experimental economics; and experiments as in-classroom teaching tools. While not dispositive as to the general efficacy of in-class experiments, the paper provides an example of an alternative instructional approach which is helpful to principles students under strictly defined protocols. The benefits to students include heightened understanding of the core subject topic, greater interest in the subject matter, a closer connection to real-world economics, and enhanced critical thinking capabilities.
Microeconomic theory‟s transition produces a teaching challenge for instructors of principles courses. Theoretical evolution is not limited to microeconomics, however, and is equally applicable to macroeconomics and other principles courses. This paper has described in detail an in-class experiment designed to address a specific microeconomic concept that is known to be a source of confusion to students taking their first collegiate-level economics course. Assessment of performance in student research papers implies that under strict protocols, an in-class experiment is an effective tool to mitigate this type of topic-specific student uncertainty. This is, however, a narrow result and caution should be used in attempting to extend this paper‟s conclusions to the general subject of the effectiveness of in-class experiments as pedagogical aids.