Economics is a vital branch of Social Sciences which can be opted by the learners from commerce, humanities as well as science stream. Over the years, the subject has acquired many changes, and they need to be imparted through learner’s own experiences. The overarching goal of teaching economics is to prompt learners towards good citizenship. Meticulously written, the book makes a comprehensive and critical exposition of all the facets of pedagogy of economics. The lessons, topics, concepts are focused on the practical aspects. The content is presented in a simple accessible language with tables and diagrams. The linkage of content with pedagogies illustrates economic concepts in a real-life situation. Its use in the classrooms will address the heterogeneity among the learners and will help in meeting the needs of teacher educators, students, teachers and in-service teachers.
Prof. (Dr) Rainu Gupta having been in teaching profession for more than three decades as well as in administrative profession for a decade plus, driven to inspire students to pursue academic and personal excellence. She constantly strives to create a challenging and engaging learning environment in which students become lifelong scholars and learners.
She has held various academic leadership roles – as Dean, Principal, member of Board of Studies (BoS), IQAC member and many more. Currently she is Professor and Dean Academic at Sanskrit University, Mathura. Her extensive experience is reflected in her well-received publications in the field of Education.
Preface iii
1. Understanding Economics as a Discipline/ 01
Meaning of Economics/01; Nature of Economics/04; Scope of Economics/08; Correlation of Economics with Other Subjects/12
2. Aims, Objectives and Values of Teaching Economics/ 18
Aims of Teaching of Economics/18; Aims of Teaching Economics in India/19; Aims of Teaching Economics at Secondary Level/23; Objectives of Teaching Economics/23; Place of Economics in Secondary School Curriculum/25; NCF 1975/25; National Curriculum Framework 1988/26; National Curriculum Framework 2000/27; National Curriculum Framework 2005/28; National Curriculum Framework 2023/30; Arguments against the inclusion of Economics/32; Taxonomy of Instructional Objectives/33; Bloom’s Taxonomy of Instructional Objectives/34; The Cognitive Domain (Knowledge-Based)/34; Revised Bloom’s Taxonomy/40; Bloom’s Digital Taxonomy (2008)/42; Values of Teaching Economics/45
3. Writing Instructional Objectives in Behavioural Objectives/ 51
Advantages/51; Procedure for Writing Behavioural Objectives/51; Robert Mager’s Approach/52; Behavioural Objectives of Affective Domain/54; Robbert Miller’s Approach/55; RCEM Approach/56
4. Curriculum and Its Organisation/ 59
Meaning/59; Difference between Syllabus and Curriculum/61; Development of Curriculum/63; Principles of Curriculum Construction/70; Curriculum according to National Curriculum Framework 2023 (Implementing NEP 2020)/73; Critical Evaluation of Economics Curriculum/73; Organizing the Curriculum/76
5. Teaching Skills/ 82
Skill of Questioning/82; Skill of Probing Questions/89; Skill of Explaining/92; Skill of Illustration with Example/95; Skill of Stimulus Variation/98; Skill of Narration/101; Skill of Introduction/104; 8. Skill of Reinforcement/105
6. Methods and Techniques of Teaching Economics/ 107
Lecture Method/109; Discussion Method/113; Project Method/117; Problem Solving Method/122; Inductive and Deductive Method/127; Survey Method/131; Team Teaching/135; Techniques of Teaching Economics/141, Case Study/141; Dalton Plan/144; Supervised Study/145; Mastery Learning/148; Conference/152; Seminar/155; Symposium/157; Workshop/158; Exposition/159; Review/160; E-Learning/163; Blogs/165; Social Networking/168
7. Modules in Teaching Economics/ 169
Main Characteristics of Self-Instruction/169; Individualised Instructional Modules/170; Programmed Instruction/171; Computer Assisted Instruction/179; The Assignment/185; Project Work/186; Group Directed Instructional Modules/186
8. Instructional Media/ 191
Need and Importance/191; Classification of Materials/193; Chalkboard/196; Flannel Board/197; Pictures/198; Television/198; Films/199; Film-Strips/200; Field Trips/202; Bulletin Board/205; Maps/206; Charts/208; Graphs/211; Models/213; Slides/214; Computer/215; Radio/216; Video Materials/218; Tables/219; Diagrams/219
9. Lesson Planning/ 222
Need and Importance of Lesson Planning/223; Types of Lesson/224; Herbartian Approach of Lesson Planning/227; Morrison’s Approach of Unit Planning/230; RCEM Approach of Lesson Planning/232; Lesson Plan based on 5Es Model/233; NTeQ Model of Lesson Planning/234; Eclectic Approach to Lesson Planning/236; Lesson Planning based on Skills (Micro Plans)/237; Year Plan/237
10. Textbook/ 241
Need and Importance/241; Development of Textbook/242; Evaluating an Economics Textbook/245; Trends in Economics Textbooks/246; Precautions While Using the Textbook/247; Role of Library and Reference Books in Pedagogy of Economics/247
11. Economics Room/ 250
Values of Economics Laboratory in Teaching/250; Designing and Equipment of Economics Laboratory/251
12. Teacher: Qualities and Role/ 255
Qualities of a Teacher/255; Traits of a Good Economics Teacher/255; Personality of the Teacher/256; Professional Background/257; Scholarship/258; Qualities Related to Classroom Procedure/259; Human Relations/260; Role of the Teacher in Teaching Economics/260
13. Assessment and Evaluation in Economics/ 262
Meaning/262; Objectives of Assessment and Evaluation in Economics/263; Need and Importance of Assessment and Evaluation/264; Types of Evaluation in Economics/265; Comprehensive and Continuous Evaluation/265; Formative Evaluation/268; Summative Evaluation/270; Process Evaluation/272; Product Evaluation/273; Oral Tests/273; Written Evaluation/274; Performance Evaluation/275; Criterion Referenced Evaluation/283; Norm Referenced Evaluation/284; Tools and Techniques of Evaluation/286; Essay Type Tests/286; Objective Type Test/290; Short Answer Type Test/294; Interest Inventory/294; Other Techniques of Evaluation/295; Diagnostic Test/295; Remedial Measures/298; Characteristics of a Good Test/298; Development of a Unit Test/Achievement Test/300; Preparation of Criterion Referenced and Norm Referenced Tests/308; Modern Trends in Evaluation/310; Open Book Examination/310; Reflective Journal/313
14. Content and its Pedagogical Analysis/ 317
Content Analysis/318; Determination of Objectives/318; Teaching Learning Experiences/319; Evaluation/320; Pedagogical Analysis/325
Micro Lesson Plan No. 4, Skill of Stimulus Variation/ 336
Micro Lesson Plan No. 5, Skill of Narration/ 338
Mega Lesson Plan No. 1, 2, 3/ 340
Bibliography/ 351
Exercise Question/s 353