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

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@article{1c7b317a62e8472aac033acc8cd2a14c,
title = "The construction of frameworks in learners{\textquoteright} thinking: conceptual change and threshold concepts in economics",
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 na{\"i}ve to disciplinary conceptions. The paper reviews evidence of the nature of na{\"i}ve 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. ",
keywords = "conceptual change, threshold concepts, learning economics, hybrid conceptions",
author = "Peter Davies",
year = "2018",
month = jul,
day = "30",
doi = "10.1016/j.iree.2018.05.002",
language = "English",
journal = "International Review of Economics Education",
issn = "1477-3880",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - The construction of frameworks in learners’ thinking: conceptual change and threshold concepts in economics

AU - Davies, Peter

PY - 2018/7/30

Y1 - 2018/7/30

N2 - 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.

AB - 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.

KW - conceptual change

KW - threshold concepts

KW - learning economics

KW - hybrid conceptions

U2 - 10.1016/j.iree.2018.05.002

DO - 10.1016/j.iree.2018.05.002

M3 - Article

JO - International Review of Economics Education

JF - International Review of Economics Education

SN - 1477-3880

ER -