Difference between revisions of "General Equilibrium"

From Diversifying Economic Quality: A Wiki for Instructors and Departments

Jump to: navigation, search
(Created page with "[http://econweb.ucsd.edu/~sdmorris/research.html Teaching General Equilibrium to Undergraduates: A Graphical Approach], Stephen D. Morris, Department of Economics, University of ...")
 
 
Line 2: Line 2:
 
*''Teaching (and learning) general equilibrium concepts such as aggregate supply / aggregate demand, is notoriously difficult. In this paper I have presented research-based suggestions for improving how it is done. Specifically, the RBG model [developed in this paper] seems to be a promising tool not only for assisting students not only in conceptualizing general equilibrium, but in addressing their own preconceptions and forming and monitoring learning goals.''  
 
*''Teaching (and learning) general equilibrium concepts such as aggregate supply / aggregate demand, is notoriously difficult. In this paper I have presented research-based suggestions for improving how it is done. Specifically, the RBG model [developed in this paper] seems to be a promising tool not only for assisting students not only in conceptualizing general equilibrium, but in addressing their own preconceptions and forming and monitoring learning goals.''  
  
*A video podcast of Stephen Morris teaching these topics to a group of students at UC San Diego is available at [http://econ.ucsd.edu/~sdmorris/Research.html http://econ.ucsd.edu/~sdmorris/Research.html].
+
*A video podcast of Stephen Morris teaching these topics to a group of students at UC San Diego is available at [http://www.youtube.com/watch?v=HIEbd8RNk9k#t=3m27s http://www.youtube.com/watch?v=HIEbd8RNk9k#t=3m27s].

Latest revision as of 12:00, 16 October 2013

Teaching General Equilibrium to Undergraduates: A Graphical Approach, Stephen D. Morris, Department of Economics, University of California, San Diego

  • Teaching (and learning) general equilibrium concepts such as aggregate supply / aggregate demand, is notoriously difficult. In this paper I have presented research-based suggestions for improving how it is done. Specifically, the RBG model [developed in this paper] seems to be a promising tool not only for assisting students not only in conceptualizing general equilibrium, but in addressing their own preconceptions and forming and monitoring learning goals.