Author(s): Mengjuan Lam
A challenge in tutoring principles of economics is moving scholars beyond memorization of crucial terms and simple operation of generalities to advanced order thinking, similar as evaluation and conception transfer. This advanced order thinking is necessary for scholars to answer abecedarian questions in economics. Wieman identifies the same struggle with respect to tutoring wisdom and recommends applying a scientific approach to tutoring by consulting objective data, erecting on proven practices, and making use of technology. We apply this approach to the tutoring and literacy of economics, counting on cognitive wisdom literature to help us structure our course. With a strong focus on pupil- centered active literacy, we apply an approach that has formerly been used in calculation and wisdom classes for times. The overarching theme from the cognitive wisdom literature is a pupil- centered active- literacy approach. One decreasingly popular mode of tutoring that facilitates pupil- centered active literacy is flipping the classroom. With this approach, scholars are introduced to course material before attending a face- to- face class on that material using class time to achieve advanced situations of literacy