Abstract

Learning-focused teaching must take into account students’ cognitive processes. Chew and Cerbin (2021) offer a conceptual framework based on nine interacting cognitive challenges faced by students to guide instructors toward teaching practices that provide the best opportunities for students to learn. The goal of this guideline article is to identify fruitful areas for writing and analysis that stem from the work of Chew and Cerbin and are suitable for the Features and Information section of the Journal of Economic Education. We consider these fertile areas by identifying the intersection of nine cognitive challenges and the five main categories of articles appropriate for the F&I section.

摘要

以学习为中心的教学必须考虑学生的认知过程。Chew and Cerbin（2021）提供了一个基于学生面临的九种相互作用的认知挑战的概念框架，以指导教师进行教学实践，从而为学生提供最佳的学习机会。本指南文章的目的是确定出自Chew和Cerbin的工作并适用于“经济教育杂志”的“特色与信息”部分的写作和分析的有益领域。我们通过确定九个认知挑战与适用于F＆I部分的五种主要文章的交集来考虑这些肥沃的领域。