This article identifies some behaviorial approaches for teaching economics at the pre-college level, including contiguity, classical conditioning, operant conditioning, and social learning. The cognitive school of thought is also considered. Implications of research on problem-solving are drawn. (CB)

Analysis of two high school economics courses illustrates generalizations that could help guide design of other high school courses involving: (1) high-ability students; (2) introductory economic principles in high school courses; (3) personal and societal economic problems; (4) juniors' and seniors' interest in economics; and (5) emphasis on…