Students' Revealed Preference for Pedagogical Features in Introductory Economics Textbooks *
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Notice bibliographique
Résumé
JEL codes: A1, A2, A22Technological advance has touched every facet of modern society, and teaching and education have not escaped its tentacles. Interactive electronic whiteboards, digital projectors, clickers in the classroom, digital texts, open educational resources (OERs), laptops, tablets, smart phones and other such modern electronic devices are being introduced into the classroom with increasing rapidity. Despite these innovations in teaching and learning tools and devices, a study by Watts and Schaur (2011) revealed that the traditional textbook remains the main tool for teaching the principles course in economics. For the purpose of this discussion, we define a traditional textbook as a printed and bound document used in schools for the formal study of a particular subject.According to Bargate (2012), Textbooks are the site where specialist knowledge and skills of the discipline are accumulated, communicated, and debated, and may possibly make or break students' interest in a subject. Other authors also extoll the importance of textbooks. See, for example, Pope (2002); Stevens, Clow, McConkey & Silver (2010); Razek, Hosch & Pearl (1982); Landrum & Hormel (2002); and Issitt (2004). Clearly, the selection of textbooks is an exercise that should be undertaken with due diligence. Many criteria are used in the textbook selection exercise. For example, Stevens, Clow, McConkey & Tiger (2007) and Elbeck, Williams, Peters & Frankforter (2009) examined currency, while Clow, Parker & *The author would like to thank the editors of the Journal of Economics and Economic Education Research for very helpful comments and suggestions.McConkey (2009) identified content, ancillary materials, length of textbook, and textbook costs as key factors in textbook selection.Proceeding on the assumption that the traditional textbook will continue to be the main tool used for the teaching of the principles course in economics, least for the foreseeable future, economics professors, textbook authors, and textbook publishers would benefit tremendously if they knew what pedagogical features the main readers of textbooks (that is, students) thought were in textbooks. Economics professors would benefit because they would be greatly aided in their selection of textbooks for their principles classes. Textbook authors would benefit because they would be able to include in their textbooks those features that students believe to be most helpful in their study of the subject; and textbook publishers would be greatly aided in their selection of manuscripts to be published on the basis of pedagogical elements.THE SAMPLEThe sample for this research project consisted of 250 students who were taking the introduction to economics course in the fall and winter semesters of 2011-2012 Dawson College in Montreal, Canada. It also consisted of 80 students who were taking the introduction to microeconomics course the same time. Thus, 330 students were surveyed. Of these, 175 were males while 155 were females. The students were also categorized as passing, at risk of failing, and failing.STUDENTS' REVEALED PREFERENCEIn order to gauge students' preferences for certain pedagogical features in introductory economics textbooks, the author designed a questionnaire consisting of ten questions regarding certain pedagogical features of textbooks. For each feature, the students were asked to rank their preferences for the feature on a Linkert-type scale denoting Not important, Somewhat important, Important, Very important or Extremely important. (The questionnaire is available from the author on request). The textbook features examined were:1. A preview of what is to be learnt2. Pre-test of knowledge before reading the chapter3. Explanations of graphs within the text (as opposed to being set apart in boxes)4. Basic concepts emphasized (such as highlighted, bold) in the text5. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,013 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle