The cognitive challenges of effective teaching and contribution opportunities to the Features and Information section of the Journal of Economic Education

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...

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Bibliographic Details
Published in:The Journal of economic education 2021-01, Vol.52 (1), p.73-81
Main Authors: Hoyt, Gail M., O'Sullivan, Roisin
Format: Article
Language:English
Subjects:
A20, A21, A22
Academic Achievement
Cognitive challenges
Cognitive Processes
COVID-19
Curriculum
Diversity
Economics Education
Educational Resources
Electronic Learning
features and information
Inclusion
Learning
manuscript suggestions/guidelines
Pandemics
Relevance (Education)
Student Evaluation
Teaching
Writing instruction
Citations: Items that this one cites
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Summary: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.
ISSN:0022-0485
2152-4068
DOI:10.1080/00220485.2020.1845265