The construction of frameworks in learners’ thinking: conceptual change and threshold concepts in economics

Peter Davies

doi:10.1016/j.iree.2018.05.002

The construction of frameworks in learners’ thinking: conceptual change and threshold concepts in economics

Peter Davies

Centre on Household Assets and Savings Management (CHASM)

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

309 Downloads (Pure)

Abstract

This review examines the value of the Framework Theory of Conceptual Change for making sense of teaching and learning in economics. This theory encourages us to consider learning economics as a process of changing from naïve to disciplinary conceptions. The paper reviews evidence of the nature of naïve conceptions in economics and the challenges that learners face when trying to construct more sophisticated ways of thinking. The review identifies synergies between the framework theory of conceptual change and the literature on threshold concepts which can provide a useful theoretical basis for curriculum design and teaching.

Original language	English
Journal	International Review of Economics Education
Early online date	30 Jul 2018
DOIs	https://doi.org/10.1016/j.iree.2018.05.002
Publication status	E-pub ahead of print - 30 Jul 2018

Keywords

conceptual change
threshold concepts
learning economics
hybrid conceptions

ASJC Scopus subject areas

Social Sciences(all)
Economics, Econometrics and Finance(all)

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10.1016/j.iree.2018.05.002

Davies_et_al_The_construction_of_frameworks_International_Review_of_Economics_Education_2018
Checked for eligibility: 25/05/2018
Accepted author manuscript, 282 KBLicence: Creative Commons: Attribution-NonCommercial-NoDerivs (CC BY-NC-ND)

Cite this

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The construction of frameworks in learners’ thinking: conceptual change and threshold concepts in economics

Abstract

Keywords

ASJC Scopus subject areas

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