An Exploration of the Relationship Between Case Study Methodology and Learning Style Preference

Beck, Judy

doi:10.1007/s10972-007-9056-5

Cited by 17 publications

(11 citation statements)

References 1 publication

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“…They reported being more reflective because they were engaged and interested in the learning process. This finding supports those of Beck (2007) and Collier (2009), who noted that reflection has the potential to stimulate self-inquiry that assists in professional growth and leads to the development of teaching identity. CBL could, thus, be one strategy PETE faculty could use in an effort to promote reflective thinking among teacher candidates (Bolt, 1998), which has been identified as a critical component of teacher education in recent years (Rovegno, 2003).…”

Section: Discussionsupporting

confidence: 89%

“…Results of studies conducted to date provide preliminary support for CBL as one component of PETE curricula and field experiences that intends to equip students with reflective capacities and critical thinking skills (Beck, 2007;Collier and O'Sullivan, 1997). Nevertheless, findings from existing studies have also indicated that additional research is needed to fully understand the impact of CBL on PST knowledge development.…”

Section: Case Studies As Shared Inquirymentioning

confidence: 99%

“…Kleinfeld (1992) noted that students in her study expressed favourable attitudes towards case study lessons, but found no difference when comparing student attitudes related to the case study and other teaching methods. Similarly, all students in Beck's (2007) study considered case studies to be either helpful or very helpful while experiencing the course. Carlson and Schodt (1995) applied CBL to an economic theory course and found that students were ''unequivocal in their perception that the cases contributed to their learning'' (p.21).…”

Section: Case-based Learning In Educationmentioning

confidence: 99%

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Pre-service teacher perspectives of case-based learning in physical education teacher education

Hemphill

Richards

Gaudreault

et al. 2015

European Physical Education Review

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Case-based learning (CBL) is a constructivist pedagogy in which students read hypothetical accounts of real world situations and consider how they would respond if facing similar challenges. In physical education teacher education, research has shown that CBL has the potential to promote critical thinking, contribute to students' cognitive growth and affect students' value orientations. The purpose of this study was to examine pre-service teachers' (PSTs') impressions of and experiences with CBL. Occupational socialization theory and the shared inquiry cycle guided the use of case studies. Nineteen PSTs (6 female, 13 male) enrolled in a third-year seminar course at a large American university took part in this investigation. The PSTs read and responded to 10 unique case studies and engaged in reflection and group discussions. Data were collected from interviews, course documents and non-participant observations. Qualitative analysis revealed that the PSTs demonstrated cognitive growth as evidenced by their consideration of multiple sources of knowledge, engagement with the CBL and focusing on future teaching situations. The findings of this research suggest that CBL may provide a method for instructors to introduce new ideas and allow PSTs to consider them along with their own pre-conceived notions.

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Section: Discussionsupporting

confidence: 89%

Section: Case Studies As Shared Inquirymentioning

confidence: 99%

Section: Case-based Learning In Educationmentioning

confidence: 99%

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Pre-service teacher perspectives of case-based learning in physical education teacher education

Hemphill

Richards

Gaudreault

et al. 2015

European Physical Education Review

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“…Dunn, and Price (1975) mengembangkan Learning Styles Inventory (LSI) untuk mengukur modalitas dominan yang dimiliki setiap peserta didik (Beck, 2007). Alat yang mengukur gaya belajar dengan tes psikometrik diantaranya: Honey and Mumford`Learning Style Questionnaire (Honey and Mumford, 1992), Grasha-Riechmann Student Learning Style Scales (Grasha, 1982), Felder`s Index of Learning Styles (Felder and Silverman, 1988), KOLB Learning Style Inventory (Kolb, 1984).…”

Section: Dununclassified

Pengaruh Science Adaptive Assessment Tool Berbasis Gaya Belajar Kolb Terhadap Keterampilan Berpikir Tingkat Tinggi

Zulfiani¹,

Suwarna

2019

Educ. Sci.

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This study aimed to determine the effect of the Science Adaptive Assessment Tool (SAA Tool) based on the KOLB learning style on student's high order thinking skills (HOTS). This study used a quantitative quasiexperiment method with a post-test only design. The subjects in this study were 79 students of 8th grade at SMP Al-Zahra Indonesia Tangerang Selatan in the 2018/2019 school year who studied the material of Living organisms and Simple Machine. The results showed that there was a significant difference between the student's higher-order thinking skills who used Biology and Physics's SAA Tool compared with the control class. Biology's SAA Tool influences the results of higher-order thinking skills towards four learning styles. They affect of diverger, assimilator, converger, and accommodator. The Physics's SAA Tool influences the results of higher-order thinking skills on two learning styles of diverger and accommodator. The results of this study indicate the potential application of the SAA Tool as an answer to the problems of digital assessment to measure higher-order thinking skills as one of the dominant thinking skills of the 21st-century skills. AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh Science Adaptive Assessment Tool (SAA Tool) berbasis gaya belajar KOLB terhadap keterampilan berpikir tingkat tinggi peserta didik. Metode penelitian yang digunakan yaitu metode kuantitatif kuasi eksperimen dengan desain post test only.Subyek penelitian ini adalah 79 peserta didik kelas 8 SMP Al-Zahra Indonesia Tangerang Selatan tahun pelajaran 2019/2020 yang mempelajari materi Sistem Gerak Makhluk Hidup dan Pesawat Sederhana. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil keterampilan berpikir tingkat tinggi peserta didik yang menggunakan SAA Tool IPA Biologi maupun IPA Fisika dibandingkan kelas kontrol. SAA Tool IPA Biologi mempengaruhi hasil keterampilan berpikir tingkat tinggi terhadap 4 gaya belajar diverger, asimilator, konverger, dan akomodator. Sementara SAA Tool IPA Fisika mempengaruhi hasil keterampilan berpikir tingkat tinggi terhadap 2 gaya belajar diverger dan akomodator. Hasil penelitian ini menunjukkan potensi aplikasi SAA Tool sebagai jawaban problematika asesmen digital untuk mengukur keterampilan berpikir tingkat tinggi sebagai salah satu skill berpikir dominan keterampilan abad 21.

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“…Case studies—an active learning technique when applied pedagogically—are commonly used as teaching tools in several disciplines (Merseth, 1991; Beck, 2007). They facilitate vicarious learning in a “low stakes” environment (Veal and Taylor, 1995) and promote critical thinking about real‐world scenarios.…”

mentioning

confidence: 99%

Active Learning Using Smart Phones in a Flipped Classroom: A Case Study on Developing Final Videos in Silviculture

Windmuller-Campione¹,

Carter²

2017

Natural Sciences Education

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Core Ideas The ubiquity of smart devices is changing classroom capabilities in higher education natural resource classes. The final video project extends the active learning environment outside the physical classroom into the forest. The final video assignment is essentially a cumulative, open‐book exam where students practice presentation skills and interact with technology. This assignment can be adapted for other subjects and/or larger classes by shifting the focus of the rubric to encompass the goals of the class. College students, instructors, and the population at large are increasingly connected through smart phones and tablets, shifting how we interact at a personal and professional level. Smart devices allow students to interact with data and science in novel ways; however, these devices can also be distracting and inhibit student learning. Instructors at all levels of education are beginning to develop activities that utilize smart devices to increase learning. In this case study, smart devices were utilized to create videos in an upper division silviculture class at the University of Minnesota. Students created a final video prescription for a forest stand of their choosing, incorporating knowledge gained throughout the semester. Students’ videos were assessed on five major components: (1) the location and land‐use history; (2) stand composition, structure, and stage of stand development; (3) goals and objectives; (4) silvicultural systems; and (5) correct use of terms. Video editing and video quality were not included in the assessment. The final video assignment was an alternative to a final exam. The final video assignment allowed students to practice their communication skills and think creatively; skills that have been repeatedly rated as important by prospective employers in the natural resource field. The majority of students surveyed (n = 21 of 23) responded positively to this project. This assignment can be easily modified for larger class sizes and different disciplines. Impact Statement Many students have powerful computers sitting in the palms of their hands everyday. These smart phones can and do offer many distractions but they can also be powerful teaching tools. This article demonstrates one example of how a video filmed on a smart phone can replace a final exam. These videos are a win–win: students enjoy producing the videos, and as an instructor they are more enjoyable to grade.

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An Exploration of the Relationship Between Case Study Methodology and Learning Style Preference

Cited by 17 publications

References 1 publication

Pre-service teacher perspectives of case-based learning in physical education teacher education

Pre-service teacher perspectives of case-based learning in physical education teacher education

Pengaruh Science Adaptive Assessment Tool Berbasis Gaya Belajar Kolb Terhadap Keterampilan Berpikir Tingkat Tinggi

Active Learning Using Smart Phones in a Flipped Classroom: A Case Study on Developing Final Videos in Silviculture

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