Syllabus and economics: Reasoning with Generation “Why”

Mariya Burdina and Sue Lynn Sasser

The Journal of Economic Education, 2018, vol. 49, issue 1, 38-45

Abstract: In this article, the authors propose to enhance the syllabus for economic courses with economic explanations. They argue that providing economic rationale for course policies can increase student interest in the course and at the same time positively affect student attitude toward course policies. The authors describe practical strategies for incorporating economic explanations into the syllabus and present insights from piloting the technique.

Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:taf:jeduce:v:49:y:2018:i:1:p:38-45

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DOI: 10.1080/00220485.2017.1397578

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