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Spring 2008
ISSN 0890-913X
Volume 23, Number 2

Economics Works! Experiments in High School Classrooms

Paul Johnson, University of Alaska, Anchorage
Bart J. Wilson, George Mason University
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TheJournalofPrivateEnterprise23(2),2008,149-156EconomicsWorks!ExperimentsinHighSchoolClassroomsStephenL.JackstadtUniversityofAlaska,AnchoragePaulJohnsonUniversityofAlaskaAnchorageBartJ.WilsonGeorgeMasonUniversityAbstractEconomicexperimentsareauniqueformofactivelearning.Studentsapplythescientificmethodbytestinghypothesesanddiscoveringforthemselveshowmarketswork.Theauthorsconductedteachertrainingcoursesinexperimentaleconomicsoverathree-yearperiodandconductedsurveystotrackteachers'adoptionofclassroomexperiments.Thispaperdiscussesthesurveyresultsanddescribeshowthetrainingwasrevisedaccordingly.Theprimaryconclusionofthisarticleisthatclassroomexperimentsmustbecompatiblewiththeschoolenvironment;thatis,theyshouldemphasizenon-monetaryincentivesandhand-runexperimentsaswellasbeexplicitlytiedtoschoolcurricula.I.IntroductionBythetimethatVernonSmith,whopioneeredtheuseofexperimentsineconomics,wasawardedtheNobelMemorialPrizeinEconomicsin2002,experimentshadbecomeafamiliarpartofinstructionincollegeeconomicscourses.Asubstantialliteraturedescribestheuseofeconomicexperimentsforinstructionalpurposesincollegeclassrooms.(Holt,2007)providesagoodreference,andnumerousarticlesdescribingexperimentsincollegeclassroomshavebeenpublishedrecently,includingexperimentsinpricediscrimination(Michaeletal.,2005),publicgoodstheory(Pickhardt,2005),moneydemandandrisk(Ewing,KruseandThompson,2004)andrationing"free"goods(Alden,2006).149
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