10 Concepts of Economics
The economics course is underpinned by a number of pedagogical principles. In particular, the teaching of economics is conceptually focused and grounded in real-world issues.
As figure 3 indicates, the three components of inquiries are of equal relevance and teachers may choose any one as a starting point for their teaching. Concepts are anchored in the content of economics—its theories, models, ideas and tools—and are given context through the study of real-world issues and examples. Together these components help students to acquire a holistic and integrated understanding of economics as a discipline.
The economics course is focused on inquiry-based teaching and learning, in which students are given the opportunity to explore economic theories or global issues using real-world examples. The teaching of the economics content should, therefore, be supported by focusing on real-world issues and applying real-world examples. In some of the assessments, using real-world examples will be the basis of the response
and an argument must be formed around them. This argument should then demonstrate the student’s understanding of economics through the lens of a real example rather than the response being purely theoretical. In doing this the students will be able to go beyond merely “stating” an example in a theoretical response. Students need to unpack their examples to clearly demonstrate/analyze/justify/evaluate why they are relevant examples for particular economic issues.
As figure 3 indicates, the three components of inquiries are of equal relevance and teachers may choose any one as a starting point for their teaching. Concepts are anchored in the content of economics—its theories, models, ideas and tools—and are given context through the study of real-world issues and examples. Together these components help students to acquire a holistic and integrated understanding of economics as a discipline.
The economics course is focused on inquiry-based teaching and learning, in which students are given the opportunity to explore economic theories or global issues using real-world examples. The teaching of the economics content should, therefore, be supported by focusing on real-world issues and applying real-world examples. In some of the assessments, using real-world examples will be the basis of the response
and an argument must be formed around them. This argument should then demonstrate the student’s understanding of economics through the lens of a real example rather than the response being purely theoretical. In doing this the students will be able to go beyond merely “stating” an example in a theoretical response. Students need to unpack their examples to clearly demonstrate/analyze/justify/evaluate why they are relevant examples for particular economic issues.