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The cognitive challenges of effective teaching and contribution opportunities to the Features and Information section of the Journal of Economic Education

机译:经济教育杂志的特点和信息部分的有效教学和贡献机会的认知挑战

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摘要

Learning-focused teaching must take into account students' cognitive processes. Chew and Cerbin (2021) offer a conceptual framework based on nine interacting cognitive challenges faced by students to guide instructors toward teaching practices that provide the best opportunities for students to learn. The goal of this guideline article is to identify fruitful areas for writing and analysis that stem from the work of Chew and Cerbin and are suitable for the Features and Information section of the Journal of Economic Education. We consider these fertile areas by identifying the intersection of nine cognitive challenges and the five main categories of articles appropriate for the F&I section.
机译:专注的教学必须考虑到学生的认知过程。 Chew和Cerbin(2021)提供了一个基于学生面临的九个互动认知挑战的概念框架,以指导教师对教学实践,为学生学习提供最佳机会。本指南文章的目标是确定源于咀嚼和Cerbin的工作的富有成效的领域,并且适用于经济教育杂志的特点和信息部分。我们通过确定九个认知挑战和适用于F&I部分的五大类文章的交叉口来考虑这些肥沃区域。

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