This case study describes the use of Excel within the economics curriculum, particularly to support predominantly theoretical modules, in a way that help students develop independence as learners, boost and normalise a series of practical skills of enquiry, and promote engagement in economics topics. I propose that students should be given the opportunity to ‘discover’ economic relationships and ideas for themselves, through data, *before* we introduce relevant theory. Thus, the main contribution of this study is to help educators to (re)consider the way in which we use data when teaching of economics, and how this impacts on students’ learning. It also explains why we should promote Excel (rather than more sophisticated software) when encouraging students to engage with data.
|Number of pages||12|
|Publication status||Published - Jun 2020|
|Event||Economics Network Virtual Symposium 2020 - |
Duration: 1 Jul 2020 → …
|Conference||Economics Network Virtual Symposium 2020|
|Period||1/07/20 → …|
- Experiential learning