econ8

Summary

Economics textbooks at school levels, like those at undergrauate, can carry hundreds of explanatory diagrams. Diagrams commonly form parts of short questions, are sometimes explicitly requested in long form answers “explain with the help of a diagram”, and are often implicitly expected to form part of long form answers as evidenced through examiner assessment guidance.

As an tool of economics: Expand, elaborate, (Colander and Rothschild 2010) (Dosi 2023) (Blaug 2010) etc.

As a learning tool: The use of diagrams in class has been shown to not assist, or even hinder, learning; Teachers of economics be exhibit conditioning, self-selection or survivorship bias in assessing ease of use of a diagram in explaining or demonstrating a learning concept. Mathematically inclined students show greater aptitude for diagrams, creating potential for uneven class-wide outcomes.

References (partial)

(Allgood and Schaur 2019)

(Blaug 2010)

(Cohn et al. 2001)

(Colander and Rothschild 2010)

(Gourley 2021)

(Hill and Stegner 2003)

(Jägerskog 2020)

(R. Meyer Jan H. F.; Land 2003)

(C. Meyer Jan H. F.; Land Ray; Baillie 2010)

(Mizzi 2023)

(Moosavian 2022)

(Wright and Gilmore 2012)

(Zeytoon Nejad Moosavian 2016)

The number and of diagrams presented at Level 2 and Level 3: Large yet limited.

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