随着时间的推移:长期保留经济学技能
1Department of Economics, Cornell University, Ithaca, New York, United States of America.
PloS one
|December 12, 2025
概括
学生的学习保留率通常是未知的. 这项研究发现,事先的准备和人口统计学预测了经济学知识的保留,而不是最初的态度. 在工作中应用技能有助于留住员工.
科学领域:
- 经济学教育研究 经济学教育研究
- 认知科学和学习学习
背景情况:
- 大多数学生学习研究的重点是立即的评估,留下长期的知识保留研究不足.
- 了解影响课程后知识保留的因素对于有效的教学至关重要.
研究的目的:
- 调查微观经济学课程中的长期知识保留.
- 为了确定学生在完成课程后保留了多少经济知识的预测因素.
主要方法:
- 分析了微观经济学入门或中级课程的学生的数据.
- 学生完成了期末评估,并在1-2,5年后完成了相同的评估.
- 后续调查收集了有关学术和工作相关活动的数据.
主要成果:
- 人口特征和先前的学术准备显著预测知识保留.
- 学生对经济学的初始态度与长期知识保留没有相关性.
- 在后续的工作和课程中应用经济技能的证据表明,提高了一些学生的留学能力.
结论:
- 学生对经济知识的保留受背景因素和实际应用的影响,而不是最初的兴趣.
- 未来的研究应该探索如何促进技能应用,以改善长期学习成果.
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