Learning by comparison: the benefits and challenges of applying pluralism to a lesson series in the IB Diploma Programme Economics course Online publication date: Wed, 31-May-2023
by Pim de Ridder
International Journal of Pluralism and Economics Education (IJPEE), Vol. 13, No. 4, 2022
Abstract: The aggregate demand-aggregate supply model lends itself well to the incorporation of pluralistic elements such as alternative economic theories, an interdisciplinary approach, and using real-world examples of marginalised communities. These elements were incorporated into a 14-hour-long lesson series that adhered to the secondary-school International Baccalaureate standard economics syllabus. It was taught at the International School of Riga in Latvia. The participating students were thus required to use higher order thinking skills. The benefits and challenges of this lesson series were evaluated by an expert group, a student self-evaluation, and a summative test solely on the content of the standard syllabus. The inclusion of pluralism was well-received by both students and experts. The results, however, imply that stronger students benefited from its inclusion while weaker students become confused and performed worse.
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