The Effect of a Case-Based Reasoning Instructional Model on Korean High School Students’ Awareness in Climate Change Unit

Abstract

The purpose of this study is to investigate the effects of the case-based reasoning instructional model on learning about climate change unit. Results suggest that students showed interest because it allowed them to find the solution to the problem and solve the problem for themselves by analogy from other cases such as crossword puzzles in an aspect of students" awareness of the designed model. This means students are motivated to study and the process of selecting and organizing educational content and teaching methods has to focus on students" active construction of knowledge. Therefore, the casebased reasoning instructional model can help researchers, teachers, and curriculum developers better understand students" process of learning and developing scientific knowledge about climate change.

If You Change Yourself, The World Changes: The Effect of Exhibition on Preservice Science Teachers’ Views about Global Climate Change

“…Moreover, preservice science teachers demonstrated that they thought they were more knowledgeable about GCC after visiting the exhibition. Attending the course, monitoring programme, instructional model, organizing the trip, visiting the exhibition is one of the efficent way to gain more awareness and knowledge; and so it helps to change in their behaviours towards the environment (Balkan Kıyıcı and Atabek Yiğit, 2010;Jeong, Kim, Chae and Kim, 2014;Jeong and Kim, 2015;Lambert, Lingren and Bleicher 2012;Lambert and Bleicher, 2013;McNeill and Vaughn 2012;Ratinen, Viiri and Lehesvuori, 2013;Trenbath, 2012). At this point, aggred with Hansen, (2010) linking the conceptual problems to hands-on experiences.…”

Measurement Instrument of Scientific Reasoning Test for Biology Education Students

“…Competence of scientific reasoning is a part of high-level thinking skills and a feature of intellectual maturity so it is important to do training in higher education, especially for science education students (Marusic at al., 2012). Each International Journal of Instruction, January2019 • Vol.12, No.1 learner is increasingly encouraged to participate in making decisions about a variety of science issues, so it needs to develop reasoning abilities and logical abilities based on scientific knowledge (Jeong at al., 2014). In addition, the signficant increase of scientific reasoning ability has positive impacts on the learning practices (Steinberg & Cormier, 2013).…”

Improving Students’ Scientific Reasoning Skills through the Three Levels of Inquiry

“…In this case, science teaching emphasizes the importance of reasoning skills, such as generating hypotheses, evaluating evidence and formulating conclusions through a practical process of knowledge transfer under the teacher instruction (Opitz et al, 2017;Novkovic-Cvetkovic & Stanojevic, 2017). Based on several findings of current scientific studies on reasoning show its positive impact to improve students' learning outcomes (Moore & Rubbo, 2012;Nieminen et al, 2012;Stephans & Clement, 2010;Marusic et al, 2012;Jeong et al, 2014;Steinberg & Cormier, 2013). The competence of scientific reasoning has also become a crucial aspect for higher level of education by employing the sequence of inquiry learning (Alameddinea & Ahwalb, 2016;Mäeots & Pedaste, 2014;Wenning, 2011).…”