The case-based intervention was perceived as connecting theory to practice more strongly than the model-based comparison intervention¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The treatment group reported a higher theory-practice connection during the intervention than the comparison group, supporting the manipulation check (d = 0.42). → 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 · i2 · causal · r1

Independent samples t-test on a three-item theory-practice connection scale (Omega = 0.87) administered at post-test in the quasi-experimental study. The printed effect size was d = 0.42; the authors read this as cases establishing congruence between study and application contexts.

"Results showed that the treatment group reported higher theory–practice connection than the comparison group [t(96) = 2.20, p = 0.03, d = 0.42]."

Discussion¶

Related Claims¶

• Students recommend integrating computer-based simulation cases into each course to make learning more concrete — related
• Educators perceived FH2T as strongly connected to Common Core Standards for Mathematical Content and uniquely integrating the Standards for Mathematical Practice — related
• Case-based learning does not produce a larger increase in self-reported theory-based knowledge usage than studying with theoretical models — related
• Pre-service teachers studying with text-based cases report higher situational interest than those studying the same content 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