Implementation of Case Based Learning and Metacognitive Scaffolding in Social Media to Improve Problem Solving Skill—A Theoretical Framework

Implementation of case-based learning in science education: A systematic review

“…Case-Based Learning (CBL) is fundamentally learner-centred, acknowledging the importance of actively engaging them in their own learning (Thistlethwaite et al, 2012;Allchin, 2013), encouraging them to study independently, and encouraging them to orient themselves to realistic and specific situations (Bi et al, 2019). Learners focus on cases, engage in independent learning, scientific inquiry, and collaboration with peers, develop critical thinking and problem-solving abilities, and integrate theory into practice (Jamari et al, 2018;Bi et al, 2019). Case-based applications are used to demonstrate theory in practice and give practical examples, facilitate problem-solving and decisionmaking by providing contexts, encourage critical analysis and discussion, develop critical and creative thinking skills, and provide an opportunity to evaluate problem solving .…”

“…CBL can introduce the principle of green chemistry through case-based learning modules on environmental chemistry courses at varsity level (Thibaut & Schroeder, 2020;Ballard & Mooring, 2021). Lecturers use strictly for tertiary level and students, however, still have difficulties in the process of implementing CBL, such as designing cases to be used (Çam & Geban, 2017), developing learning goals clearly and systematically by workloads and time limits (Bi et al, 2019& Jamari et al, 2018, articulating and summarising conclusions clearly and concisely according to the given topic (Suwono et al, 2017). Of these problems, the impact for teachers and researchers is that it can provide an overview of the application of CBL in science learning so far.…”