Abstract

Chew and Cerbin (2021 Chew, S. L. , and W.Cerbin . 2021. The cognitive challenges of effective teaching. Journal of Economic Education 52 (1): 17–40.[Taylor & Francis Online] , [Google Scholar]) outline nine cognitive challenges to student learning with which economic educators are likely familiar, even if the language used to describe them differs. In this article, the authors refrain from summarizing Chew and Cerbin’s framework and instead focus on providing context for how those conducting research and developing pedagogy in economics might incorporate these challenges into their work. In addition, they provide some thoughts on what these challenges mean for two important related issues: improving diversity and inclusion in the economics profession and the training of teachers in economics.

摘要

嚼和塞尔宾（2021 Chew，SL 和W. Cerbin。2021年。有效教学的认知挑战。经济教育杂志52（1）：17 – 40。[泰勒和弗朗西斯在线]  ，[Google学术搜索]）概述了经济教育工作者可能熟悉的九种学生学习面临的认知挑战，即使用来描述它们的语言有所不同。在本文中，作者避免概述Chew和Cerbin的框架，而是着重于为从事经济学研究和发展教育学的人们如何将这些挑战纳入他们的工作提供背景。此外，他们就这些挑战对两个重要的相关问题意味着什么提出了一些想法：改善经济学专业的多样性和包容性以及对经济学教师进行培训。