Abstract
This paper reports on the development of a construct to measure students' discipline-sited cognitive ability. This research is built upon the pioneering study by Shanahan and Meyer (2001) in economics education. Using this construct, economic thinking abilities of introductory and intermediate level economics students were measured prior to the commencement, and at the end, of their study over one semester. Demographic factors associated with students' pre- and post-course measures and their development in economic thinking ability are investigated. The empirical findings will address the 'nature' versus 'nurture' debate in economics education (Frank, et al. 1993; Frey et al. 1993; Haucap and Tobias 2003). The implications for future research in economics education will also be discussed.
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