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Spring 2006
ISSN 0890-913X
Volume 22, Number 2

Using Activities to Teach Economics: Lessons from the Experimentalists

John R. Brock, University of Colorado, Colorado Springs
Jane S. Lopus, California State University, Hayward
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/jpe/index.php?action=ajax&rs=GDMgetPage&rsargs[]=Spring2006 10.pdf&rsargs[]=0
JournalofPrivateEnterprise,VolumeXXI,Volume2,Spring2006UsingActivitiestoTeachEconomics:LessonsfromtheExperimentalistsJohnR.BrockUniversityofColorado,ColoradoSpringsJaneS.LopusCaliforniaStateUniversity,EastBayInhisHarvardUniversityclassroomoverahalf-centuryago,withVernonSmithagraduatestudentparticipant,EdwardChamberlin(1948)conductedwhatwereprobablythefirstdocumentedclassroomlaboratoryexperimentstoinvestigatetheefficiencyofmarkets.Sincethattime,theuseofexperimentaleconomicsforresearchpurposeshasexpandedgreatly:ElizabethHoffman's1991bibliographylistedover1,500articlesrelatedtothistopic(Smith,1994).Inthelate1980sandearly1990sthemovementofexperimentalpedagogyexpandedintothecollegeclassroom,perhapsduetoVernonSmithandtheEconomicScienceLaboratory(ESL)attheUniversityofArizona,directingtheirattentiontousingexperimentalmethodsforundergraduateinstruction.'Inparallelmanner,highschoolteachers(anduniversityprofessors')havebeenusingactivelearningmethodssuchassimulations,roleplays,andgroupproblemsolvingtoteacheconomicsfordecades.Theseactivities,promotedbytheNationalCouncilonEconomicEducation(NCEE)andothers,arewidelyusedby'Asanexampleofthestrengthofthismovement,theJournalofEconomicEducationdevotedtheentireFall1993issueto"ClassroomExperimentalEconomics."'Somerecentpublicationsdesignedforuniversitystudentsofferamixoflessonsbasedonboththeexperimentalliteratureandtheactivity-basedmatPrinls(seeforexample,BergstromandMiller[2000]andBrock[2000]).JohnR.BrockandJaneS.Lopus184
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