Integrating Conceptual and Quantitative Knowledge

Autor/in	Metzgar, Matthew
Titel	Integrating Conceptual and Quantitative Knowledge
Quelle	In: e-Journal of Business Education and Scholarship of Teaching, 7 (2013) 2, S.39-45 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-9132
Schlagwörter	Teaching Methods; Concept Formation; Problem Solving; Economics Education; Macroeconomics; Statistics; Tests; Undergraduate Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Problemlösen; Wirtschaftskunde; Makroökonomie; Statistik; Examination; Prüfung; Examen
Abstract	There has been an emphasis in some science courses to focus more on teaching conceptual knowledge. Though certain innovations have been successful in increasing student conceptual knowledge, performance on quantitative problem-solving tasks often remains unaffected. Research also shows that students tend to maintain conceptual and quantitative knowledge in different mental domains. Traditional end-of-the-chapter problems typically have either a conceptual focus or a quantitative focus. This paper discusses the potential of multi-part problems that ask students the same question in both a conceptual and a quantitative way. The author highlights his recent experience using these problems in an upper-level economics course. (As Provided).
Anmerkungen	Australian Business Education Research Association. PO Box 408, Mapleton, Queensland 4560, Australia. e-mail: editor@ejbest.org; Web site: http://www.ejbest.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01