Title: Mapping foundations of logical analysis to principles of microeconomics courses

Authors: Daniel Friesner; Donald D. Hackney; Timothy J. Schibik

Addresses: College of Health Professions, North Dakota State University, Department 2650, P.O. Box 6050, Fargo, ND 58108, USA ' School of Business Administration, Gonzaga University, 502 E. Boone Ave., Spokane, WA 99258, USA ' Romain College of Business, University of Southern Indiana, 8600 University Blvd., Evansville, IN 47712, USA

Abstract: The undergraduate economic education literature espouses the use of critical thinking. Yet students continue to display gaps in critical thinking, and few meaningful changes have been made to teaching undergraduate economics to address this gap. This manuscript illustrates how to create a curriculum map linking foundational logical reasoning skills to an undergraduate, principles of micro-economics course. The map may be useful in identifying gaps in prerequisite logical reasoning skills and in giving a general direction to address these gaps. We find that principles of microeconomics courses require foundational logical reasoning skills comprising half of a semester-long course on logical reasoning.

Keywords: curriculum mapping; logical reasoning; microeconomics; critical thinking; economic education.

DOI: 10.1504/IJPEE.2021.121375

International Journal of Pluralism and Economics Education, 2021 Vol.12 No.3/4, pp.171 - 245

Received: 20 Jan 2021
Accepted: 17 Oct 2021
Published online: 08 Mar 2022 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article