From Diversifying Economic Quality: A Wiki for Instructors and Departments
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−  During lecture, do not just provide graphs for students. Construct and explain the graphs for the students instead. Having students actively construct graphs  +  During lecture, do not just provide graphs for students. Construct and explain the graphs for the students instead. Having students actively construct graphs makes it easier for them to grasp the abstract concepts behind them. 
−  Present the same information in different graphs and ask students to compare the two graphs. This comparison  +  Present the same information in different graphs and ask students to compare the two graphs. This comparison forces the students to think critically about the contents of the graph, insuring better comprehension of the material. 
−  Encourage the use of graphs in problem sets. Using graphs in problem sets forces the student to apply their theoretical knowledge  +  Encourage the use of graphs in problem sets. Using graphs in problem sets forces the student to apply their theoretical knowledge and reinforces comprehension. 
Click [http://serc.carleton.edu/econ/simulations/index.html here] for more detailed examples and tips of the use of simulations and graphs in the economics classroom.  Click [http://serc.carleton.edu/econ/simulations/index.html here] for more detailed examples and tips of the use of simulations and graphs in the economics classroom. 
Revision as of 13:07, 10 July 2012
As the world of technology changes, so must the way we use technology in the classroom. Using simulations and models in the classroom is one of the ways we can take advantage of technology. Simulations and models can also be implemented without using technology. Proper implementation of these tools is important to ensure efficient teaching practices with economics. Simulations and models, along with economic experiments, are a great way to incorporate inquirybased learning effectively.
Classroom Incorporation
During lecture, do not just provide graphs for students. Construct and explain the graphs for the students instead. Having students actively construct graphs makes it easier for them to grasp the abstract concepts behind them.
Present the same information in different graphs and ask students to compare the two graphs. This comparison forces the students to think critically about the contents of the graph, insuring better comprehension of the material.
Encourage the use of graphs in problem sets. Using graphs in problem sets forces the student to apply their theoretical knowledge and reinforces comprehension.
Click here for more detailed examples and tips of the use of simulations and graphs in the economics classroom.
Interesting Links:
AEA's page on class experiments and several other useful teaching resources
The Economic Network's page on games, experiments and simulations for economics classrooms
Example classroom simulation lesson plan
Handbook on Economic classroom experiments/simulations
Evidence
Stern et al., 2003. In this study, researchers placed participants in 3 different groups that all presented information on stockbroking. One group presented the information without any graphs, the other provided a professionallydrawned graph (passive graphical representation), and the final group drew their own graphs (active graphical representation). All participants were then presented with a set of questions dealing with 'transfer material' to test their ability to apply the material presented to related areas. Researchers found that participants provided with a graph (passive) performed better than those without any graph. Nevertheless, it was found that those asked to draw the graph performed the best. The authors reason that active graphical representations force students to reorganize concepts and create links between disciplines. The authors also accounted for differing academic backgrounds by running a second study in which they divided participants with lower levels of education into the same 3 conditions, but provided both the graph groups with additional instruction. The study supported initial findings as the active graphical representation group also performed the best. Click here to access the study.
Sources


Stern, E. "Improving Crosscontent Transfer in Text Processing by Means of Active Graphical Representation." Learning and Instruction 13.2 (2003): 191203. Print. 