Case-based learning does not produce a larger increase in self-reported theory-based knowledge usage than studying with theoretical models¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i0 Contrary to the hypothesis, the treatment group did not show a higher increase in self-reported theory-based analysis than the comparison group (η²p = 0.00). → 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 · i0 · causal · r2
Group-by-time interaction from the repeated-measures ANOVA on theory-based knowledge usage in the quasi-experimental study. The interaction was not significant, with a printed effect size of η²p = 0.00; equivalence was not tested.
"However, contrary to expectations (H3a), the treatment group did not show a higher increase in self-reported theory-based analysis of classroom situations than the comparison group [F(1, 90) = 0.03, p = 0.44, η2 p = 0.00]."
Discussion¶
Related Claims¶
- Neither intervention changes pre-service teachers' self-reported reliance on experience-based knowledge when analysing classroom situations — related
- Both case-based and model-based interventions increase pre-service teachers' self-reported use of theory-based knowledge when analysing classroom situations — related
- The case-based intervention was perceived as connecting theory to practice more strongly than the model-based comparison intervention — 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
- Pre-service teachers studying with text-based cases report higher situational interest than those studying the same content with theoretical models — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-group-difference-theory-usage-increase |
title |
Case-based learning does not produce a larger increase in self-reported theory-based knowledge usage than studying with theoretical models |
description |
Case-based learning does not produce a larger increase in self-reported theory-based knowledge usage than studying with theoretical models |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — baier-2021 |
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