Significant learning in introductory macroeconomics: Addressing misconceptions about “others”

Abstract

Misconceptions hinder optimal student learning. They need to be addressed explicitly and formally to achieve effective teaching of economics. The author of this article outlines an activity that is designed to address misconceptions about “others” using a backward course design framework. Fink’s significant learning categories, specifically human dimension, and caring, are used to create learning outcomes that target misconceptions. The Predict-Observe-Explain teaching strategy is used to translate these learning outcomes into learning activities.