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Content-cum-Pedagogy of Economics at Secondary Stage (Course II)

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Course Type Course Code No. Of Credits
Discipline Core SES102313 2

Email of course coordinator:                       pcbabed@aud.ac.in  

Pre-requisites:                                               No

Course Description: 

The course is committed to introducing various teaching aids material types and uses for teaching the concepts of economics at secondary stage. It focuses to enable student teachers to make use of available learning resources and also process to generate new resources for teaching learning the concepts of economics. It also discusses on textbook analysis and planning for teaching economics and its pedagogical issues in the light of NEP 2020. Student-teachers are expected to identify various concepts and processes and list learning outcomes.

Course Objectives:

  • To understand the meaning and importance of economics and its importance in daily life.
  • Develop teaching competencies and ability to use different approaches and strategies related to economics teaching at secondary level.
  • Develop an understanding for diversity, differences, human rights, economic justice, and an appreciation for values in a democratic society.

Course Outcomes: 

  • Utilize the formal/informal/contextual resources in the teaching-learning process of Economics,
  • Prepare lesson plans based on learning outcomes,
  • Identify the in-situ learning resources and apply the concepts of Economics in daily life and practice,
  • Utilize teaching learning resources effectively in teaching Economics content at the secondary stage,
  • Prepare ICT integrated lesson plans for online/offline/blended classroom teaching
  • Use digital resources and multimedia.

Brief description of the modules: 

Module – I: Teaching Learning Resources

This module will focus on the concept, role and importance of Teaching-learning aids and materials that are essential for effective curriculum transaction in Economics, as they will help simplify complex concepts and create engaging learning experiences. The resources will include a diverse range of print, non-print, and digital media such as textbooks, teacher guides, videos, simulations, AR/VR, and Open Educational Resources (OERs). Local environmental resources, interactive activities like projects, fairs, and exhibitions, as well as Economics laboratories and virtual labs, will also be discussed. By integrating these tools and activities, prospective teachers will be able to foster interactive, meaningful, and experiential learning in Economics classrooms.

Module – II: Content Analysis and Planning for Teaching Economics

The module will lay emphasis on effective Economics teaching with focus on unit and lesson planning to align content with learning outcomes and foster experiential learning through art and sports integration. It will also delve into the pedagogical analysis of secondary-level topics, focusing on concepts, outcomes, and competencies, by ensuring inclusive and engaging experiences.

Module – III: ICT Integration and Application

This module will integrate ICT in Economics education which will help enhance learning by making concepts interactive, accessible, and engaging. Tools like Artificial Intelligence, machine learning, and smart boards will be discussed. Focus will be on developing ICT-integrated lesson plans using Technological Pedagogical Content Knowledge (TPCK) which will help in ensuring effective classroom teaching by leveraging digital resources and multimedia, making Economics education more dynamic and           impactful.

Assessment Plan  

S.No

Assessment

Weightage

1

Project /Practicum/Assignment (Experiential learning based)

50 %

2

End Term Examination

50 %

 

References:

  • Aderson, L.W., & Krathwohl, D.R., et al. (eds.) (2001), Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston: Allyn & Bacon. Chapter 1 & 2
  • Enz, M. (2021). Moving the Science of Learning from Face-to-Face to Online. Journal of Economics Teaching, 5(4), 171-177. DOI: 10.58311/jeconteach/4577dc4202d786ad82019b0faa256ec77e8f9c83
  • Handbook for Economics Teacher (2018), ‘How the Economy Works’, NCERT Publication, pg 13-23
  • Agarwal Manju (2008), Planning for Effective Economics Teaching in Srinivasan,M,V. (2013) Teaching Economics in India. New Delhi: NCERT pg 23-29
  • Agarwal Manju (2008), Teaching a Topic in Indian Economy Using Unit Plan Approach,in Srinivasan, M,V. (2013) Teaching Economics in India. New Delhi: NCERT pg 30-56
  • Babu Muthuja et al. (2009). Teaching of Economics - II. New Delhi: Centrum Press.
  • Introduction, Pg 13-24, 34-54
  • Wooten, J., & Al-Bahrani, A. (2021). Economics in a Crisis: A Cautious Approach to Being Relevant. Journal of Economics Teaching, 5(4), 142-151. DOI: 10.58311/jeconteach/194492d686c6368d58bc577a882ddc12c9648d3b
  • Mujibul Hasan Siddiqui. (2004). Teaching of Economics. New Delhi: Ashish PublishingHouse. 1-19, 36-54
  • Singh, Kartar (2008), Simulation Games and Teaching Economics in Srinivasan,M,V. (2013) Teaching Economics in India. New Delhi: NCERT pg 83-95
  • Gulati, Ambika (2008), Using Media and Technology in Economics Classrooms inSrinivasan, M,V. (2013) Teaching Economics in India. New Delhi: NCERT pg 96-125
  • Kuester, D. (2024). Learning Outside the Classroom: Driving Student Involvement and Engagement in an Economics Club. Journal of Economics Teaching, 9(3), 194-201. DOI: 10.58311/jeconteach/54d016327fd31b8d881330c13124e9a110081dd1
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