Los efectos sobre los estudiantes de una experiencia de renovación curricular en Economía

  1. José-Ignacio Antón Pérez 1
  2. Alexandra Jima-González 2
  3. Miguel Paradela-López 3
  4. Fernando Pinto 4
  1. 1 Universidad de Salamanca. España
  2. 2 Universidad Yachay Tech. Ecuador
  3. 3 Tecnológico de Antioquia. Colombia
  4. 4 Universidad Rey Juan Carlos. España
Revista:
REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales

ISSN: 2531-0968

Año de publicación: 2021

Título del ejemplar: Problemas sociales y ambientales

Número: 9

Páginas: 189-206

Tipo: Artículo

DOI: 10.17398/2531-0968.09.189 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales

Resumen

Este trabajo describe los efectos sobre el rendimiento de los estudiantes y su percepción sobre la materia de una renovación curricular consistente en la introducción del libro The Economy(Curriculum in Open-access Resources in Economics [CORE] Team, 2017) en un curso inicial de Economía en el Grado en Ciencia Política y Administración Pública de la Universidad de Salamanca (USAL). Los resultados de nuestra experiencia sugieren un incremento del rendimiento académico de los estudiantes, una valoración generalmente muy positiva por parte del alumnado y un incremento del interés en la materia. Sin embargo, cabe destacar como, a pesar de estos resultados positivos, persisten barreras que limitan los resultados positivos de esta iniciativa, destacando el poco recurso a la bibliografía de parte del alumnado o las dificultades para manejar referencias en inglés en una fracción relevante de los estudiantes.

Referencias bibliográficas

  • Citas Acemoglu, D, Laibson, D. y List, J. (2018). Economics (2ª ed). Pearson.
  • Aigner, E., Aistleitner, M., Glötzl1, M. y Kapeller, J. (2018). The focus of academic Economics: Before and after the crisis (Working Paper No. 75). Institute for New Economic Thinking. https://www.ineteconomics.org/uploads/papers/WP_75_Focus_of_academic_economics.pdf
  • Akerlof, G., Blanchard, O., Romer, D. y Stiglitz, J. (Eds.) (2014). What have we learned? Macroeconomic policy after the crisis. The MIT Press.
  • Alcón, E. (2011). La universidad multilingüe. REDU. Revista de Docencia Universitaria, 9(3), 119-127. https://doi.org/10.4995/redu.2011.6152
  • Antón, J. I. (2011). Economía Política I, 2010-11. OpenCourseWare, Universidad de Salamanca. https://gredos.usal.es/bitstream/handle/10366/83401/OCW_100403_Economia_politica_I.zip
  • Backhouse, R. (2002). The Penguin History of Economics. Penguin.
  • Badea, L., Șerban-Oprescu, G. L., Dedu, S. y Piroșcă, G. I. (2020). The impact of education for sustainable development on Romanian Economics and Business students’ behavior. Sustainability, 12(9), 8169. https://doi.org/10.3390/su12198169
  • Balaban, R., Gilleskie, D. y Tran, U. (2016). A quantitative evaluation of the flipped classroom in a large lecture Principles of Economics course. Journal of Economic Education, 47(4), 269-287. https://doi.org/10.1080/00220485.2016.1213679
  • Bansak, C. y Starr, M. (2010). Gender Differences in Predispositions towards Economics. Eastern Economic Journal, 36(1), 33-57. https://doi.org/10.1057/eej.2008.50
  • Bauman, Y. y Rose, E. (2011). Selection or indoctrination: Why do economics students donate less than the rest? Journal of Economic Behavior & Organization, 79(3), 318-327. https://doi.org/10.1016/j.jebo.2011.02.010
  • Bayer, A. y Rouse, C. E. (2016). Diversity in the Economics profession: A new attack on an old problem. Journal of Economic Perspectives, 30(4), 221-242. https://doi.org/10.1257/jep.30.4.221
  • Bayer, A., Bruich, G., Chetty, R. y Housiaux, A. (2020). Expanding and diversifying the pool of undergraduates who study Economics: insights from a new introductory course at Harvard (NBER Working Paper 26961). National Bureau of Economic Research. http://www.nber.org/papers/w26961
  • Birdi, A. (2018). CORE: bringing the economics curriculum online. En A. Zorn, J. Haywood y J. M. Glachant (Eds.), Higher education in the digital age (pp. 128-138). Edward Elgar. https://doi.org/10.4337/9781788970167.00013
  • Blanchard, O., Romer, D., Spence, M. y Stiglitz, J. (Eds.) (2012). In the wake of the crisis. Leading economists reassess economic policy. The MIT Press. Blanco, J. M. (2014). Economía (6ª ed.). McGraw Hill.
  • Bowles, S. y Carlin, W. (2017, 7 de septiembre). A new paradigm for the introductory course in economics. Voxeu. CEPR Policy Portal. https://voxeu.org/article/new-paradigm-introductory-course-economics
  • Bowles, S. y Carlin, W. (2020). What students learn in Economics 101: Time for a change. Journal of Economic Literature, 58(1), 176-214. https://doi.org/10.1257/jel.20191585 Cabrales, A. y Spielmann, C. (2016, 18 de agosto). From UCL: Results are in!, 18 de agosto. https://www.core-econ.org/from-ucl-results-are-in
  • Castilla, C. (2014). Field experiments in a course on Behavioral Economics: nudging students around campus. Journal of Economic Education, 45(3), 211-224. https://doi.org/10.1080/00220485.2014.917566
  • Cifuentes-Faura, J., Faura-Martínez, U. y Lafuente-Lechuga, M. (2020). Assessment of sustainable development in secondary school Economics students according to gender. Sustainability, 12(13), 5353. https://doi.org/10.3390/su12135353
  • Cincera, J. y Krajhanzl, J. (2013). Eco-Schools: what factors influence pupils’ action competence for pro-environmental behaviour? Journal of Cleaner Production, 61, 117-121. https://doi.org/10.1016/j.jclepro.2013.06.030
  • Cioni, M. y Rossi, M. A. (2020). Whither pluralism in economics education? New empirical evidence (Quaderni del Dipartimento di Economia Politica e Statistica No. 844). Università di Siena. http://repec.deps.unisi.it/quaderni/844.pdf
  • Colander, D. (2005). Economics as an ideologically challenge science. Revue de philosophie économique, 1, 3-24
  • CORE Team (2017). The Economy: Economics for a changing world. Oxford University Press. https://www.core-econ.org/the-economy/
  • Coyle, D. (Ed.) (2012). What’s the use of Economics? Teaching the dismal science after the crisis. London Publishing Partnership.
  • Cunningham-Sabo, L. y Lohse, B. (2014). Impact of a school-based cooking curriculum for fourth-grade students on attitudes and behaviors is Influenced by gender and prior cooking experience. Journal of Nutrition Education and Behavior, 46(2), pp- 110-120. https://doi.org/10.1016/j.jneb.2013.09.007
  • Domínguez, J. (2015). La enseñanza de la Economía en la Universidad: el reto de su revisión. eXtoikos. Divulgación, Economía, Ensayo y Pensamiento, 16, 1-67. http://www.extoikos.es/n16/pdf/8.pdf
  • Dynan, K. E. y Rouse, C. E. (1997). The underrepresentation of women in Economics: A study of undergraduate economics students. Journal of Economic Education, 28(4), 350-368. https://doi.org/0.3386/w5299
  • Egaña, T. (2012). Uso de bibliografía y plagio académico entre los estudiantes universitarios. RUSC. Universities and Knowledge Society Journal, 9(2), 18-30. https://doi.org/10.7238/rusc.v9i2.1209
  • Egaña, T., Bidegain, E. y Zuberogoitia, A. (2013). ¿Cómo buscan información académica en Internet los estudiantes universitarios? Lo que dicen los estudiantes y sus profesores. EDUTEC. Revista Electrónica de Tecnología Educativa, 43, a227. https://doi.org/10.21556/edutec.2013.43.332
  • Equipo de CORE (2020). La Economía: Economía para un mundo en transformación. Antoni Bosch.
  • Fischer, M., Kauder, B., Potrafke, N. y Ursprung, H. (2017). Support for free-market policies and reforms: Does the field of study influence students’ political attitudes? European Journal of Political Economy, 48, 180-197. https://doi.org/10.1016/j.ejpoleco.2016.07.002
  • Fontana, G. y Setterfield, M. (Eds.) (2009). Macroeconomic theory and macroeconomic pedagogy. Palgrave Macmillan.
  • Frank. R. H., Gilovich, T. y Regan, D. T. (1993). Does studying Economics inhibit Cooperation? Journal of Economic Perspectives, 7(2), 159-171. https//.doi.org/ 10.1257/jep.7.2.159
  • Gómez, A., Solaz, J. y Sanjosé, V. (2014). Competencia en lengua inglesa de estudiantes universitarios españoles en el contexto del EEES: nivel de dominio lingüístico, estrategias metacognitivas y hábitos lectores. Revista de Educación, 363, 154-183. https://doi.org/10.4438/1988-592X-RE-2011-362-154
  • González, J. y Wagenaar, R. (Eds.) (2003). Educational structures in Europe—final report. Universidad de Deusto. http://tuningacademy.org/wp-content/uploads/2014/02/TuningEUI_Final-Report_SP.pdf
  • González, J. y Wagenaar, R. (Eds.) (2008). Educational structures in Europe—universities’ contribution to the Bologna Process (2ª ed.). Universidad de Deusto. http://tuningacademy.org/wp-content/uploads/2014/02/Universities-Contribution_EN.pdf
  • Goodwin, N., Harris, J., Nelson, J. A., Roach, B. y Torras, M. (2014). Microeconomics in context (3ª ed.). Routledge.
  • Guigliano, F. (2015, 10 de abril). Students weigh the value of new economics course. The Financial Times. https://www.ft.com/content/fc2eb464-d93d-11e4-b907-00144feab7de
  • Halbach, A., Lázaro, A. y Pérez, J. (2013). La lengua inglesa en la nueva universidad española del EEES. Revista de Educación, 362, 105-133. https://doi.org/10.4438/1988-592X-RE-2011-362-154
  • Harries, D., Davies, P. y Lundholm, C. (2017). Learning economics and attitudes to market solutions to environmental problems. Education Sciences, 7(1), 36. https://doi.org/10.3390/educsci7010036
  • Haucap, J. y Just, T. (2010). Not guilty? Another look at the nature and nurture of economics students. European Journal of Law and Economics, 29, 239-254. https://doi.org/10.1007/s10657-009-9119-5
  • Hellmich, S. K. (2019). Are people trained in Economics “different,” and if so, why? A literature review. The American Economist, 64(2), https://doi.org/10.1177/0569434519829433
  • Hernández, M. J. y Fuentes, M. (2011). Aprender a informarse en la red: ¿son los estudiantes eficientes buscando y seleccionando información? Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 12(1), 47-79. http://revistas.usal.es /index.php/eks/article/download/7823/7850
  • Inman, P. (2013a, 24 de octubre). Economics students aim to tear up free-market syllabus, The Guardian. https://www.theguardian.com/business/2013/oct/24/students-post-crash-economics
  • Inman, P. (2013b, 18 de noviembre). Academics back students in protests against economics teaching. The Guardian. https://www.theguardian.com/education/2013/nov/18/academics-back-student-protests-neoclassical-economics-teaching
  • Inman, P. (2014, 4 de mayo). Economics students call for shakeup of the way their subject is taught. The Guardian. https://www.theguardian.com/education/2014/may/04/economics-students-overhaul-subject-teaching
  • Jones, C. (2014, 16 de mayo). Economics: Change of course. The Financial Times. https://www.ft.com/content/dfd84240-dcd5-11e3-ba13-00144feabdc0
  • Kågesten, A., Gibbs, S., Blum, R. W. M., Moreau, C., Venkatraman, C.-M. y Amin, A. (2016). Understanding factors that shape gender attitudes in early adolescence globally: A mixed-methods systematic review. PLoS One, 11(6), e0157805. https://doi.org/10.1371/journal.pone.0157805
  • Kaplan, T. y Balkenborg, D. (2010). Using Economic classroom experiments. International Review of Economics Education, 9(2), 99-106. https://doi.org/10.1016/S1477-3880(15)30047-5
  • Kirman, A. (2010). The economic crisis is a crisis for Economic Theory. CESifo Economic Studies, 56(4), 498-435. https://doi.org/10.1093/cesifo/ifq017
  • Krugman, P. y Wells, R. (2018). Economics (5ª ed.). Worth Publishers.
  • Landreth, H.y Colander, D. (2004). History of Economic Thought (4ª ed.). Houghton Mifflin Company.
  • Lange, A. y Pitsoulis, A. (2013). Sources of politico-economic attitudes: students’ introspections. Social Psychology of Education, 16, 45-76. https://doi.org/10.1007/s11218-012-9195-1
  • Lavoie, M. (2015). Should heterodox economics be taught in or outside of economics departments? International Journal of Pluralism and Economics Education, 6(2), 134-150. https://doi.org/10.1504/IJPEE.2015.072598
  • Mankiw, G. y Taylor, M. P. (2017). Economics (4ª ed.). Cengage Learning.
  • McCloskey, D. N. (2002). Samuelsonian Economics. Eastern Economic Journal, 28(3), 425-430.
  • McMillin, J. y Dyball, R. (2009). Developing a whole-of-university approach to educating for sustainability linking curriculum, research and sustainable campus operations. Journal of Education for Sustainable Development, 3(1), 55-64.
  • Mearman, A., Guizzo, D. y Berger, S. (2018). Is UK economics teaching changing? Evaluating the new subject benchmark statement. Review of Social Economy, 76(3), 377-396. https://doi.org/10.1080/00346764.2018.1463447
  • Morgan, J. (2014). A Heterodox Perspective on the Curriculum Open-Access Resources in Economics (CORE) project of the Institute for New Economic Thinking. World Economics Association Newsletter, 4(1), 10. https://www.worldeconomicsassociation.org/newsletterarticles/a-perspective-on-core/
  • Palley, T. I. (2013). Gattopardo economics: the crisis and the mainstream response of change that keeps things the same. European Journal of Economics and Economic Policies: Intervention, 10(2), 193-206. https://doi.org/10.4337/ejeep.2013.02.04
  • Paredes, V., Paserman, M. D. y Pino, F. J. (2020). Does Economics make you sexist? (IZA Discussion Paper No. 13223). Instute for Labor Economics. http://ftp.iza.org/dp13223.pdf
  • Sandmo, A. (2011). Economics evolving: a history of economic thought. Princeton, Nueva Jersey, Estados Unidos: Princeton University Press.
  • Sheehan, B., Embery, J. y Morgan, J. (2015). Give them something to think about, don’t tell them what to think: A constructive heterodox alternative to the core project. Journal of Australian Political Economy, 75, 211-232.
  • Skidelsky, R. (2014, 18 de junio). Post-crash Economics. Project Syndicate. https://www.project-syndicate.org/commentary/robert-skidelsky-knocks-the-scientific-halo-off-mainstream-economists--teaching-and-research?barrier=accesspaylog
  • Tejedor, F. J. y García-Valcárcel, A. (2007). Causas del bajo rendimiento del estudiante universitario (en opinión de los profesores y alumnos). Propuestas de mejora en el marco del EEES. Revista de Educación, 342, 443-473. http://www.educacionyfp.gob.es/dam/jcr:596702bf-6ada-43c6-ae2c-75f04109a077/re34221-pdf.pdf
  • The Economist (2017, 21 de septiembre). The teaching of economics gets an overdue overhaul. The Economist. https://www.economist.com/finance-and-economics/2017/09/21/the-teaching-of-economics-gets-an-overdue-overhaul
  • Vazquez, J. J. y Chiang, E. (2015). Flipping out! A case study on how to flip the principles of Economics classroom. International Advances in Economic Research, 21(4), 379-390. https://doi.org/10.1007/s11294-015-9549-5
  • Vilkin, E., Einhorn, L., Satyanarayana, S., Eisu, A., Kimport, K. y Flentje, A. (2019). Elementary students’ gender beliefs and attitudes following a 12-week arts curriculum focused on gender. Journal of LGBT Youth, 17(1), 70-88. https://doi.org/10.1080/19361653.2019.1613282
  • Wang, L., Malhotra, D. & Murnighan, J. K. (2011). Economics education and greed. Academy of Management Learning & Education, 10(4), 643-660. http://dx.doi.org/10.5465/amle.2009.0185
  • Watts, M. y Becker, W. (2008). A little more than chalk and talk: results from a Third National Survey of Teaching Methods in undergraduate Economics courses. Journal of Economic Education, 39(3), 273-286. https://doi.org/10.3200/JECE.39.3.273-286