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Experimental Method in Teaching Economics: Classroom Experiments and Its Applications to International Economics

Year 2015, Volume: 15 Issue: 4, 467 - 480, 01.11.2015

Abstract

In general, economics courses are taught to the students at a fairly abstract level and it has a negative effect on student’s attitudes towards economic courses. But the courses can be completed with classroom experiments that students make decisions and interact with. Classroom experiments give the students the opportunity to explore on their own basic economic concepts by putting them in the role of economic decision makers and the chance to see the appropriateness of theories given in the books. Indeed, the studies on classroom experiments showed that with classroom experiments students are more interesded in economic courses and more successful in the exams. However, it is more difficult to reflect international economics concepts in classroom experiments than micro-economic concepts. As a result very few classroom experiments exist in this area. These classroom experiments mostly focused on the operation of comparative advantage, the importance of specialization in trade and exchange rate. The aim of this study is to introduce the classroom experiments and to show its applications on international economics

References

  • Anderson, L. R., Blanchard, E., Chaston, K., Holt, C., Razzolini, L. ve Singleton, R. (2008) “Production and gains from trade” Perspectives in Economic Education Research, 4 (1): 3-22.
  • Bastian, C. T., Menkhaus, D. J. ve Yakunina, A. V. (1996) “ Experimental Economics In The Classroom: Reinforcing Selected Concepts Related To Consumer Demand” NACTA Journal, 40 (2): 12-14.
  • Bergstrom, T. ve Miller, J. H. (2000) Experiments With Economic Principles: Microeconomics,2nd Edition, New York, McGraw-Hill.
  • Brauer, J. (1998) “A Saving/Consumption Game for Introductory Macroeconomics” Classroom Expernomics,7 (1): 10-13.
  • Brauer, J. ve Delemeester, G. (2001) “Games Economists Play: A Survey of Non-Computerized Classroom Games For Economics” Journal of Economic Surveys,15 (2): 221-236.
  • Chamberlin, E. H. (1948) “An Experimental Imperfect Market” Journal of Political Economy, 56 (2): 95-108.
  • Chiang, E. P. (2007) “Asymmetric Information, Bargaining, And Comparative Advantage In Trade Relationships: An Interactive Game” Southern Economic Journal, 74 (2): 601-608.
  • DeYoung, R. (1993) “Market Experiments: The Laboratory Versus The Classroom” Journal of Economic Education, 24 (4): 335-351.
  • Dickie, M. (2006) “Do Classroom Experiments Increase Learning In Introductory Microeconomics?” Journal of Economic Education, 37(3): 267-288.
  • Durham, Y., McKinnon, T. ve Schulman, C. (2007) “Classroom Experiments: Not Just Fun and Games” Economic Inquiry, 45 (1):162-178.
  • Emerson, T. ve Hazlett, D. (2012) “Classroom Experiments” Hoyt ve McGoldrick (eds) International Handbook on Teaching and Learning Economics, London, Edward Elgar Publishing Limited.
  • Emerson, T. L.N. ve Taylor, B. A. (2004) “Comparing Student Achievement Across Experimental and LectureOriented Sections of A Principles of Microeconomics Course” Southern Economic Journal, 70 (3): 672-693.
  • Fisher, E. O. ve Kelly, F. S. (2000) “Experimental Foreign Exchange Markets” Pacific Economic Review, 5 (3): 365-388.
  • Frank, B. (1997) “The Impact of Classroom Experiments on The Learning of Economics: An Empirical Investigation” Economic Inquiry, 35 (4): 763-769.
  • Gremmen, H. ve Potters, J. (1997) “Assessing The Efficacy of Gaming in Economic Education” Journal of Economic Education, 28 (4): 291-303.
  • Haupert, M. J. (1996) “An Experiment in Comparative Advantage” Journal of Economic Education, 27 (1): 37-44.
  • Hazlett, D. (1997) “Teaching Tools: A Common Property Experiment with A Renewable Resource” Economic Inquiry, 35 (4): 858-861.
  • Hazlett, D. ve Ganje, J. (1999) “An Experiment with Official and Parallel Foreign Exchange Markets in A Developing Country” Journal of Economic Education, 30(4): 392-401.
  • Holt, C. A. (1999) “Teaching Economics with Classroom Experiments” Southern Economic Journal, 65 (3): 603-610.
  • Holt, C. A. , Tanga, M. ve W. B. Walstad (1998) “Experimental Economics in the Classroom” Walstad ve P. Saunders (eds) Teaching Undergraduate Economics: A Handbook for Instructors, New York, McGraw Hill.
  • Houston, R. G. Jr. ve Hoyt, G. M. (2001) “International Trade and Money: A Simple Classroom Demonstration” Classroom Expernomics, 10 (1): 31-35.
  • Johnson, P. (2010) “An International Economics Classroom Experiment” Southern Economic Journal, 77 (2): 501-513.
  • King, H. B. (1999) “A Neophyte’s Cost-Benefit Analysis of Classroom Experiments and Simulations in Introductory Economics” Department of Economics, University of Regina Discussion paper No: 79.
  • Mason, P. M. (2001) “Representative Templates and Methodology for Stodder’s Comparative Advantage Experiments” Classroom Expernomics, 10 (1): 9-12.
  • Mitchell, D., Rebelein, R., Schneider, P. H. H., Simpson, N. ve Fisher, E. O. (2009) “A Classroom Experiment on Exchange Rate Determination with Purchasing Power Parity” Journal of Economic Education, 40 (2): 150-165.
  • Noussair, C. ve Walker, J. (1998) “Student Decision Making as Active Learning: Experimental Economics in the Classroom” W. Becker ve M.Watts (eds) Teaching Economics to Undergraduates: Alternatives to Chalk and Talk, Northampton MA, Edward Elgar.
  • Ortmann, A. ve Colander, D. (1997) “A Simple Principal-Agent Experiment for the Classroom” Economic Inquiry, 35 (2): 443-450.
  • Parker, J. (1995) “Using Laboratory Experiments To Teach Introductory Economics” Reed College Working Paper, http://academic.reed.edu/economics/faculty/parker/exp.html (13, 10.2014).
  • Stodder, J. (1994) “A Simple Experiment of Comparative Advantage” Classroom Expernomics, 3(

İktisat Öğretiminde Deneysel Yöntem: Sınıf Deneyleri Ve Uluslararası İktisat Uygulamaları

Year 2015, Volume: 15 Issue: 4, 467 - 480, 01.11.2015

Abstract

Genelde iktisat konuları öğrencilere oldukça soyut düzeyde öğretilmekte ve bu da öğrencilerin iktisat derslerine yönelik tutumlarını olumsuz etkilemektedir. Fakat dersler öğrencilerin kararlar aldığı ve etkileşimde bulunduğu sınıf deneyleri ile tamamlanabilir. Sınıf deneyleri herşeyden önce öğrencileri ekonomik karar vericiler rolüne koyarak önemli iktisadi kavramları kendi kendilerine keşfetme imkanı ve kitaplarda verilen teorilerin uygunluğunu görme fırsatı sunmaktadır. Nitekim yapılan çalışmalar sınıf deneyleri ile öğrencilerin iktisat derslerine daha fazla ilgi gösterdikleri ve sınavlarda daha başarılı olduklarını göstermiştir. Bununla birlikte sınıf deneylerinde uluslararası iktisat kavramlarını yansıtmak mikro iktisadi kavramlarınkinden daha zordur. Sonuç olarak bu alanda çok az deney bulunmaktadır. Bu sınıf deneyleri daha çok karşılaştırmalı üstünlüklerin işleyişi, ticarette uzmanlaşmanın önemi ve döviz kuru üzerine odaklanmıştır. Bu çalışmanın amacı da sınıf deneylerini tanıtmak ve bunun uluslararası iktisat üzerindeki uygulamalarını göstermektir

References

  • Anderson, L. R., Blanchard, E., Chaston, K., Holt, C., Razzolini, L. ve Singleton, R. (2008) “Production and gains from trade” Perspectives in Economic Education Research, 4 (1): 3-22.
  • Bastian, C. T., Menkhaus, D. J. ve Yakunina, A. V. (1996) “ Experimental Economics In The Classroom: Reinforcing Selected Concepts Related To Consumer Demand” NACTA Journal, 40 (2): 12-14.
  • Bergstrom, T. ve Miller, J. H. (2000) Experiments With Economic Principles: Microeconomics,2nd Edition, New York, McGraw-Hill.
  • Brauer, J. (1998) “A Saving/Consumption Game for Introductory Macroeconomics” Classroom Expernomics,7 (1): 10-13.
  • Brauer, J. ve Delemeester, G. (2001) “Games Economists Play: A Survey of Non-Computerized Classroom Games For Economics” Journal of Economic Surveys,15 (2): 221-236.
  • Chamberlin, E. H. (1948) “An Experimental Imperfect Market” Journal of Political Economy, 56 (2): 95-108.
  • Chiang, E. P. (2007) “Asymmetric Information, Bargaining, And Comparative Advantage In Trade Relationships: An Interactive Game” Southern Economic Journal, 74 (2): 601-608.
  • DeYoung, R. (1993) “Market Experiments: The Laboratory Versus The Classroom” Journal of Economic Education, 24 (4): 335-351.
  • Dickie, M. (2006) “Do Classroom Experiments Increase Learning In Introductory Microeconomics?” Journal of Economic Education, 37(3): 267-288.
  • Durham, Y., McKinnon, T. ve Schulman, C. (2007) “Classroom Experiments: Not Just Fun and Games” Economic Inquiry, 45 (1):162-178.
  • Emerson, T. ve Hazlett, D. (2012) “Classroom Experiments” Hoyt ve McGoldrick (eds) International Handbook on Teaching and Learning Economics, London, Edward Elgar Publishing Limited.
  • Emerson, T. L.N. ve Taylor, B. A. (2004) “Comparing Student Achievement Across Experimental and LectureOriented Sections of A Principles of Microeconomics Course” Southern Economic Journal, 70 (3): 672-693.
  • Fisher, E. O. ve Kelly, F. S. (2000) “Experimental Foreign Exchange Markets” Pacific Economic Review, 5 (3): 365-388.
  • Frank, B. (1997) “The Impact of Classroom Experiments on The Learning of Economics: An Empirical Investigation” Economic Inquiry, 35 (4): 763-769.
  • Gremmen, H. ve Potters, J. (1997) “Assessing The Efficacy of Gaming in Economic Education” Journal of Economic Education, 28 (4): 291-303.
  • Haupert, M. J. (1996) “An Experiment in Comparative Advantage” Journal of Economic Education, 27 (1): 37-44.
  • Hazlett, D. (1997) “Teaching Tools: A Common Property Experiment with A Renewable Resource” Economic Inquiry, 35 (4): 858-861.
  • Hazlett, D. ve Ganje, J. (1999) “An Experiment with Official and Parallel Foreign Exchange Markets in A Developing Country” Journal of Economic Education, 30(4): 392-401.
  • Holt, C. A. (1999) “Teaching Economics with Classroom Experiments” Southern Economic Journal, 65 (3): 603-610.
  • Holt, C. A. , Tanga, M. ve W. B. Walstad (1998) “Experimental Economics in the Classroom” Walstad ve P. Saunders (eds) Teaching Undergraduate Economics: A Handbook for Instructors, New York, McGraw Hill.
  • Houston, R. G. Jr. ve Hoyt, G. M. (2001) “International Trade and Money: A Simple Classroom Demonstration” Classroom Expernomics, 10 (1): 31-35.
  • Johnson, P. (2010) “An International Economics Classroom Experiment” Southern Economic Journal, 77 (2): 501-513.
  • King, H. B. (1999) “A Neophyte’s Cost-Benefit Analysis of Classroom Experiments and Simulations in Introductory Economics” Department of Economics, University of Regina Discussion paper No: 79.
  • Mason, P. M. (2001) “Representative Templates and Methodology for Stodder’s Comparative Advantage Experiments” Classroom Expernomics, 10 (1): 9-12.
  • Mitchell, D., Rebelein, R., Schneider, P. H. H., Simpson, N. ve Fisher, E. O. (2009) “A Classroom Experiment on Exchange Rate Determination with Purchasing Power Parity” Journal of Economic Education, 40 (2): 150-165.
  • Noussair, C. ve Walker, J. (1998) “Student Decision Making as Active Learning: Experimental Economics in the Classroom” W. Becker ve M.Watts (eds) Teaching Economics to Undergraduates: Alternatives to Chalk and Talk, Northampton MA, Edward Elgar.
  • Ortmann, A. ve Colander, D. (1997) “A Simple Principal-Agent Experiment for the Classroom” Economic Inquiry, 35 (2): 443-450.
  • Parker, J. (1995) “Using Laboratory Experiments To Teach Introductory Economics” Reed College Working Paper, http://academic.reed.edu/economics/faculty/parker/exp.html (13, 10.2014).
  • Stodder, J. (1994) “A Simple Experiment of Comparative Advantage” Classroom Expernomics, 3(
There are 29 citations in total.

Details

Other ID JA46UR89PZ
Journal Section Research Article
Authors

Müslüm Basılgan This is me

Emin Ertürk This is me

Publication Date November 1, 2015
Published in Issue Year 2015 Volume: 15 Issue: 4

Cite

APA Basılgan, M., & Ertürk, E. (2015). Experimental Method in Teaching Economics: Classroom Experiments and Its Applications to International Economics. Ege Academic Review, 15(4), 467-480.
AMA Basılgan M, Ertürk E. Experimental Method in Teaching Economics: Classroom Experiments and Its Applications to International Economics. ear. November 2015;15(4):467-480.
Chicago Basılgan, Müslüm, and Emin Ertürk. “Experimental Method in Teaching Economics: Classroom Experiments and Its Applications to International Economics”. Ege Academic Review 15, no. 4 (November 2015): 467-80.
EndNote Basılgan M, Ertürk E (November 1, 2015) Experimental Method in Teaching Economics: Classroom Experiments and Its Applications to International Economics. Ege Academic Review 15 4 467–480.
IEEE M. Basılgan and E. Ertürk, “Experimental Method in Teaching Economics: Classroom Experiments and Its Applications to International Economics”, ear, vol. 15, no. 4, pp. 467–480, 2015.
ISNAD Basılgan, Müslüm - Ertürk, Emin. “Experimental Method in Teaching Economics: Classroom Experiments and Its Applications to International Economics”. Ege Academic Review 15/4 (November 2015), 467-480.
JAMA Basılgan M, Ertürk E. Experimental Method in Teaching Economics: Classroom Experiments and Its Applications to International Economics. ear. 2015;15:467–480.
MLA Basılgan, Müslüm and Emin Ertürk. “Experimental Method in Teaching Economics: Classroom Experiments and Its Applications to International Economics”. Ege Academic Review, vol. 15, no. 4, 2015, pp. 467-80.
Vancouver Basılgan M, Ertürk E. Experimental Method in Teaching Economics: Classroom Experiments and Its Applications to International Economics. ear. 2015;15(4):467-80.