| Autor: |
Horvitz, Brian S. |
| Předmět: |
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| Zdroj: |
National Teacher Education Journal; Winter2012, Vol. 5 Issue 1, p35-44, 10p, 3 Charts |
| Abstrakt: |
This study examined case comparison as a strategy to improve the effectiveness of case-based instruction (CBI) for problem solving skills. Preservice teachers read one or two case examples in which a specific instructional design (ID) strategy was used and then worked to apply this strategy in a problem case. Treatment group placement was not a significant predictor of participant performance on the problem. Findings suggest the following: 1) effective ID strategies for solving ill-structured problems may be different from those for more highly-structured problems; 2) effective CBI utilizing case comparison may require coupling cases with direct instruction; and 3) effective CBI utilizing case comparison may require encouraging learners to reflect on their preconceptions related to the case content. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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