Conference and seminar sessions in Research and teaching
INERME and other networks
Panel at INERME Conference 2025,Why it works: using qualitative methods in economic education research
Presentation at DEE 2019,This paper examines the scope for qualitative methods in economic education research. Usually, when economists research teaching and learning in their subject, they employ quantitative techniques they use in researching economics. These techniques have been designed to answer particular types of question which necessarily assume that the definition of variables and processes has already been settled. In contrast, qualitative methods have been designed to investigate the appropriate categories to use when describing or explaining a phenomenon. These methods become useful when we are interested in how students understand economic phenomena, the nature of their misconceptions and the processes involved in the design of interventions in economics education. This paper examines the strengths and weaknesses of different forms of qualitative research (e.g. in-depth interviews, observation, design research) that may be used in economics education research. This review considers published examples of the use of qualitative methods in researching teaching and learning in economics. We evaluate each method in relation to the kind of question it is suited to answer, the challenges to be faced in using the method, how these challenges may be addressed and the feasibility (cost/benefit) of using the method. The paper offers a guide to ways in which qualitative methods may be combined with other qualitative and quantitative research in expanding what is known about economics education.
Know thyself - students as subjects in an ad-hoc research
Presentation at DEE 2017,In education, science curiosity should be an important motivating factor for gaining knowledge and self-development. However, this type of curiosity erodes with age and it is increasingly difficult to awake it among students. Microeconomics is a particular course, which when lectured traditionally with chalk and talk could completely discourage from further exploration of theoretical models. On the other hand, microeconomics has incredible potential to create science curiosity, as its models directly relate to the observed economic behaviour of people. We need, however, the stimulus that will trigger the curiosity. Such an incentive could a natural desire to know thyself. This paper shows the method of using the ad hock research to create the science curiosity on the basis of self-curiosity. In this method the students before classes participate in the on-line research, with the passive role of subjects. Before this survey/experiment they should not have any knowledge on the issue. Shortly after the survey they are informed that the results of the study will be used to provide microeconomic models, and they are encouraged to try to answer the questions whether their decisions or answers were consistent with economic theory, optimal or efficient, and how those decisions could affect the welfare of the others. In this way, the teacher creates an information gap among students, a sense of deprivation - unsatisfied need for knowledge on the decisions taken. There appears the science curiosity that can be addressed during the lectures and/or explored by students themselves.
