Evidence on the relationship between economics and critical thinking skills

This research provides empirical support for the hypothesis that learning economics increases a student’s critical thinking skills. Using the short form of the Watson‐Glaser Critical Thinking Appraisal (WGCTA‐S) as our measure of critical thinking skills, we find that students who gain a high level...

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Bibliographic Details
Published in:Contemporary economic policy 2010, Vol.28 (1), p.80-93
Main Authors: Borg, Mary O, Stranahan, Harriet A
Format: Article
Language:English
Subjects:
Academic success
Analysis
Cognitive development
Cognitive psychology
College students
Colleges & universities
Core curriculum
Critical thinking
Curricula
Economics
Economics education
Education
Higher education
Kognition
Kritik
Learning
Problem solving
Skills
Social sciences
Sociology
Student
Students
Studies
Studium
Teaching methods
Teaching of economics
Universities
USA
Wirtschaftswissenschaft
Zoology
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Summary:This research provides empirical support for the hypothesis that learning economics increases a student’s critical thinking skills. Using the short form of the Watson‐Glaser Critical Thinking Appraisal (WGCTA‐S) as our measure of critical thinking skills, we find that students who gain a high level of economic understanding in their introductory economics class, as measured by the Test of Understanding College Economics (TUCE), have statistically significant gains in their WGCTA‐S scores. Students who spend more time taking classes and are more fully engaged in the university experience also have greater gains in critical thinking. These results lend support to the idea that introductory economics courses can work in concert with other university level courses, especially within the context of a full‐time curriculum, to enhance critical thinking skills. (JEL A22)
ISSN:1074-3529
1465-7287
0735-0007
1465-7287
DOI:10.1111/j.1465-7287.2008.00134.x