Studying theoretical content with text-based cases yields a small advantage in productive scientific knowledge application over studying the same content with theoretical models¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In a quasi-experimental pre-post study of 101 pre-service teachers, the case-based learning group showed higher productive knowledge application on a vignette test than the comparison group, with a small effect (η²p = 0.04). → 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 · r2

Quasi-experimental pre-post study of 101 pre-service teachers in a classroom management course; ANCOVA controlled for performance on each of the four vignettes at pre-test. The group effect was significant with a printed effect size of η²p = 0.04, which the article describes as a small effect that may not be of practical relevance.

"Results of an analysis of covariance showed a statistically significant effect for the factor group [F(1,93) = 3.41, p = 0.04, η2 p = 0.04]."

Discussion¶

Related Claims¶

• Pre-service teachers studying with text-based cases report higher situational interest than those studying the same content with theoretical models — 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
• Case-based learning does not produce a larger increase in self-reported theory-based knowledge usage than studying with theoretical models — related
• Neither intervention changes pre-service teachers' self-reported reliance on experience-based knowledge when analysing classroom situations — related