Conceptual change and values : An intentional approach to understanding students’ learning in economics.

• The paper presents findings from a research project on conceptual change and the affective domain, an increasing area of research interest. The study presented comprised interviews conducted with master students who studied economics, having a degree in biology. The results show that students’ prior knowledge, values, professional aims and conceptions of society cause difficulties in understanding economical concepts. From an educational point of view the key points in the paper are that students’ learning difficulties can be as much due to issues of values and the social and cultural setting, as to cognition. The paper gives an account of these aspects explicitly, however, from a teaching perspective these are often hidden and unknown.

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