Both case-based and model-based interventions increase pre-service teachers' self-reported use of theory-based knowledge when analysing classroom situations¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Both groups reported drawing more strongly on theoretical knowledge when analysing classroom situations after the intervention, with a large effect size (η²p = 0.45). → Baier 2021

Evidence¶

Baier 2021¶

Baier, F., Maurer, C., Dignath, C., & Kunter, M. (2021). Fostering pre-service teachers' theoretical knowledge application: studying with and without text-based cases. Instructional Science. https://doi.org/10.1007/s11251-021-09560-7

q3 · i3 · causal · r2

Repeated-measures ANOVA on self-reported theory-based knowledge usage (Omega 0.81 pre, 0.91 post) in the quasi-experimental study. Both groups increased from pre to post with a printed effect size of η²p = 0.45, a large effect; descriptive means rose from about 3.2-3.5 to about 4.4-4.7.

"The results of a repeated measures ANOVA showed that both groups reported drawing more strongly (large effect size) on their theoretical knowledge when analysing classroom situations after the interventions [F(1, 90) = 74.68, p = 0.00, η2 p = 0.45]."

Discussion¶

Related Claims¶

• Neither intervention changes pre-service teachers' self-reported reliance on experience-based knowledge when analysing classroom situations — related
• Case-based learning does not produce a larger increase in self-reported theory-based knowledge usage than studying with theoretical models — related
• Studying theoretical content with text-based cases yields a small advantage in productive scientific knowledge application over studying the same content with theoretical models — related
• The authors argue that analysing interpretations of video situations gives a more reliable view of teachers’ conceptions than self-report Likert questionnaires — related
• Pre-service teachers studying with text-based cases report higher situational interest than those studying the same content with theoretical models — related