Experimental economics as a meaningful learning process in the classroom

Abstract

This article acknowledges the role of experimental economics as a significant learning experience that enables to capture the economic theories. The advantages of this type of learning is based when the student relates the outcome of his decisions (taken in the experiment) with prior knowledge, is motivated about his new role (active-participatory), encourages discussion and the defense of arguments, and the testing of different positions of his peers or counselor. The teacher designs and guides the experiment, emphasizing on the important aspects of the practice.