Classification and framing in the case method: discussion leaders' questions

Badger, James

doi:10.1080/0309877x.2010.512078

Cited by 16 publications

(9 citation statements)

References 10 publications

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“…Aynı zamanda teori ve pratik arasında bağlantı noktaları oluşturmalarına yardımcı olmaktır. Ayrıca örnek olay yöntemi, öğrenme ve öğretme esnasında bireylerin problem çözme ve eleştirel düşünme becerilerini de geliştirebilmektedir (Badger, 2010).…”

Section: İlkokulda öRnek Olay Yönteminin Kullanımı: Bir öğRetmen Eğitunclassified

“…Çünkü bu yöntem de tıpkı Sokrates metodu gibi problem temelli öğrenmeye dayanmakta ve var olan bir problem durumuna olası çözüm yolları bulunmaya çalışılmaktadır (Garvin; akt. Badger, 2010).…”

Section: İlkokulda öRnek Olay Yönteminin Kullanımı: Bir öğRetmen Eğitunclassified

“…Another benefit is to help them create connection points between theory and practice. Case study method can also improve individuals' problem-solving and critical thinking skills during learning and instruction (Badger, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Hence, there is an effort to improve the intellectual and behavioral skills of students. Case study-based teaching is sometimes described as being similar to the Socrates method as this method is based on the problem-based learning like the Socrates method and tries to find viable solutions to the present problem case (Garvin; as cited in Badger, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Use of Case Study Method in Primary School: A Teacher Training Process

Ütkür¹

2019

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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This study aims to determine how case study method is used in primary school Life Sciences courses in the classroom setting and the change occurred in the quality of in-class use of this method following the case study-based training provided for teachers. This is a qualitative study using the action research design. The study group was composed of 7 second-and third-grade classroom teachers selected from private and state schools under the body of Turkey Ministry of National Education and their 21 students (opinions of 3 students selected from each of 7 classes). The data collection instruments used in the study are the observation form and the semistructured interviews performed with the students. The data obtained were analyzed with the content analysis technique. According to the findings obtained, it was seen that there was a positive change in the quality of how the teachers used the case study method in Life Sciences courses after the case study-based training. It was also concluded that the students liked the courses after the training and thought that they became more active. Bu araştırmanın amacı ilkokul Hayat Bilgisi derslerinde örnek olay yönteminin sınıf ortamında nasıl kullanıldığını belirlemek ve öğretmenlere verilen örnek olay temelli eğitimin ardından bu yöntemin sınıf içi kullanım niteliğinde ortaya çıkan değişimi tespit etmektir. Araştırma nitel bir çalışma olup, eylem araştırması deseni kullanılmıştır. Araştırmanın çalışma grubunu Milli Eğitim Bakanlığı'na bağlı özel okul ve devlet okullarından seçilen toplam yedi kişiden oluşan 2. ve 3. sınıf öğretmeni ile onların öğrencileri (21 kişi) oluşturmaktadır. Çalışmada kullanılan veri toplama araçları, gözlem formu ve öğrencilerle birebir yapılan yarı yapılandırılmış görüşme formudur. Elde edilen veriler içerik analizi tekniği ile çözümlenmiştir. Elde edilen bulgular doğrultusunda, verilen örnek olay temelli eğitim sonrasında öğretmenlerin örnek olay yöntemini Hayat Bilgisi derslerinde kullanma niteliklerinde olumlu bir değişimin olduğu tespit edilmiştir. Ayrıca öğrencilerin de eğitim sonrasında işlenen dersleri oldukça beğendikleri ve bu şekilde daha aktif olduklarını düşündükleri sonucuna ulaşılmıştır.

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Section: İlkokulda öRnek Olay Yönteminin Kullanımı: Bir öğRetmen Eğitunclassified

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Use of Case Study Method in Primary School: A Teacher Training Process

Ütkür¹

2019

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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“…A case study is a "story with a hidden message or a narrative that describes an actual or realistic situation in which an individual or a group has to make a decision or solve a problem" (Killen, 2006, 275). Case studies increase students' motivation and their interest in subjects (Mustoe and Croft, 1999), stimulate dialogue (Badger, 2010), link between theory and practice (Olkun et al, 2009), encourage deep learning, promote interaction between teachers and students, make learning more enjoyable (Ngcobo, 2008), and promote the development of analytical skills by students (Herreid et al, 2011). Case studies can be formal written cases, newspaper articles, movie clips, media news story, pictures, mathematical word problems, pieces of art, or any other (Golich, 2000).…”

Section: Introductionmentioning

confidence: 99%

Case Studies as a Learning Method: The Example of Tourism Crisis Management in Jordan

Mustafa¹

2021

AUOG

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This paper aims at testing the significance of using case studies as a teaching method for the topic of “Tourism Crisis Management”. The case of Arab Spring influence on Jordanian Tourism was selected for this purpose. A sample of 42 students in a Tourism Management BA Program filled a questionnaire, it focused on measuring knowledge of students about the influence of Arab Spring crisis on both the image of Jordan as a tourism destination, and Jordanian tourism economic indicators, also evaluating the performance of tourism stakeholders in the time of crisis. By conducting a paired t-test for responses before and after presenting the case study to students by the instructor, significant statistical differences were found for most of the measured variables, which supports the importance of case studies in making students more aware of political crises’ effect on tourism levels, and how to reduce their influences and retrieve the positive image of destinations.

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