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|Title:||How introductory macroeconomics should be taught after the global financial crisis: data from Greek university students|
|Subjects:||FRASCATI::Social sciences::Economics and Business::Economics|
FRASCATI::Social sciences::Educational sciences::Education, general (including: training, pedagogy,didactics)
|Source:||International Journal of Pluralism and Economics Education|
|Abstract:||The aim of this paper is to review a range of suggestions made in the literature to improve economics pedagogy following the recent global financial crisis. In addition, we scrutinise responses to a survey of macroeconomics students from the University of Macedonia to determine issues in teaching economics and what the responses imply about how pedagogy may be improved. Both the literature and the survey analysis suggest the importance of teaching economics more relevant and responsive to real-world economic phenomena. However, different ways of accomplishing this objective are suggested by the two sources. The analysis of the Greek student survey also suggests the importance of addressing the issue of non-authoritative versus authoritative sources of information.|
|Appears in Collections:||Department of Balkan, Slavic & Oriental Studies |
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