Abstract: Siegfried and Fels (1979, pp. 825–826) pointed out in their review of the economic education literature that researchers have been concerned primarily with evaluating teaching methods. The implied theoretical models are production functions that somehow shift as a consequence of the introduction of particular teaching or learning techniques. The absence of an identifiable theory of learning, however, has made the specification and estimation of these production functions questionable (Hanushek 1979, pp. 363–369). This chapter provides suggestions for the development of a theoretical model of learning in which issues and questions in economic education can be conceptualized and formally stated as empirically testable hypotheses.
Publication Year: 1987
Publication Date: 1987-01-01
Language: en
Type: book-chapter
Indexed In: ['crossref']
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Cited By Count: 4
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