26,057 research outputs found
Learning from Physics Education Research: Lessons for Economics Education
We believe that economists have much to learn from educational research
practices and related pedagogical innovations in other disciplines, in
particular physics education. In this paper we identify three key features of
physics education research that distinguish it from economics education
research - (1) the intentional grounding of physics education research in
learning science principles, (2) a shared conceptual research framework focused
on how students learn physics concepts, and (3) a cumulative process of
knowledge-building in the discipline - and describe their influence on new
teaching pedagogies, instructional activities, and curricular design in physics
education. In addition, we highlight four specific examples of successful
pedagogical innovations drawn from physics education - context-rich problems,
concept tests, just-in-time teaching, and interactive lecture demonstrations -
and illustrate how these practices can be adapted for economic education.Comment: 19 pages, 3 figures, submitted to Journal of Economic Education, also
available from Social Science Research Network
<http://ssrn.com/abstract=1151430
Learning from physics education research: Lessons for economics education
We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.economic education; physics education research (PER); research-based teaching; preconceptions; metacognition; transfer; context-rich problems; peer instruction; just-in-time teaching; interactive lecture demonstration
Phase Diagram of the Hubbard Model: Beyond the Dynamical Mean Field
The Dynamical Cluster Approximation (DCA) is used to study non-local
corrections to the dynamical mean field phase diagram of the two-dimensional
Hubbard model. Regions of antiferromagnetic, d-wave superconducting,
pseudo-gapped non-Fermi liquid, and Fermi liquid behaviors are found, in rough
agreement with the generic phase diagram of the cuprates. The non-local
fluctuations beyond the mean field both suppress the antiferromagnetism and
mediate the superconductivity.Comment: 4 pages, 5 eps figures, submitted to PR
Innovation, Productivity Growth, and Structural Change
This paper is concerned with three broad topics: first, changes in the conditions for productivity growth during the last decade; second, industrial innovation as a factor of productivity growth; and third, productivity as a factor of structural change
Innovation, Efficiency and the Quantitative and Qualitative Demand for Labor
In the past few years the main concern of the economist's analytical work has been more the better use of natural resources, rather than that of human resources. Most of us are more immediately concerned about the shortage of energy than about the shortage of ideas, and the individual and institutional capabilities to overcome this shortage. But most of our natural resource problems are only a reflection of deeper problems, problems occurring through a significant lack of social and technological innovation which hinders the capability of human beings to solve the problems that are facing us at the present time. This is why the relationship between human resources and social and technological innovation is so critical. This relationship is currently challenged through the following issues: (1) The growing imbalance between natural and human resources in different world regions. (2) The inadequacy of technology for the better use of human resources, especially in the developing countries. (3) The social inability to coordinate the innovation cycle of basic and improvement innovations as barriers for the better use of human resources. (4) The necessity to improve the quality of human resources and to create the right conditions for their better use (H. Maier, 1979).
This paper would like to focus on the following three problems: (1) Innovation, human resources and efficiency. (2) Innovation and the employment effect of investment. (3) Improvement in the quality of human resources and their better use
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