Fostering economic thinking through cognitively activating tasks
In this chapter, we refer to the American mathematician Paul Halmos’ notion that economic thinking cannot be taught in an abstract way but has to be “experienced” so that it can be facilitated in a sustainable and broad way. This can be accomplished with cognitively activating tasks. In sections 1 and 2, we define these and explain their functions and quality requirements for economic education. In the practice sections 3 to 8, we show specific exemplary tasks, which have been successfully tested in classes to foster economic thinking. The chapter concludes with implications for economic education.
Weyland, M., Pallast, G., & Tiberius, V. (2022). Ökonomisches Denken fördern durch kognitiv aktivierende Aufgaben. In: Brahm, T., Kärner, T., Iberer, U., & Weyland, M. (Hrsg.). Ökonomisches Denken lehren und lernen, Bielefeld (wbv), 25-48.