Enhance Learning among Natural Science Learners in a South African Rural District Using Case-Based Learning

Abstract

Case-based learning has become a teaching method that is commonly used by science teachers. The objective of the study is to explore how teachers implement case study as the teaching method that promotes critical thinking in science learning. The study was informed by Vygotsky’s social constructivism and Shulman’s pedagogical content knowledge. Both theories constructively align with the study since they emphasise that knowledge is produced through active engagement and the subject matter needs to be driven by using the relevant pedagogy. A mixed-method approach was employed in the study. Thirty out of sixty-seven schools were purposefully sampled to respond to the questionnaire and 10 out of 30 (one teacher from each of the schools) volunteered to participate in the semi-structured interviews. Data were analysed using both qualitative and quantitative approaches. Themes were used to analyse qualitative data, and descriptive statistics were used to analyse quantitative data. The findings revealed that most teachers use a case-based learning approach. However, some teachers indicated that the method consumes relatively more time and requires specific skills on the part of the teacher. Therefore, the study recommends that teachers need to collaborate with other science teachers as well as their science cluster leaders for information sharing.

1. Introduction

Case-based learning (CBL) is one of the teaching methods that assists teachers when implementing the curriculum in class. Hence, teachers need to be aware of the approaches to be used in learning and teaching. Case-based learning is an approach that encourages students to apply deep learning so that they can solve the scenarios given in science lessons. Literature defines a case study as an approach that permits active interaction to solve real-life challenges [1, 2]. Case-based learning is also called case study instructional strategy, and it is a method that encourages interactive learning in the classroom. Literature acknowledges that case study encourages students to learn more and apply the learned content knowledge in different situations, and critical thinking becomes significantly enhanced [3, 4]. Moreover, literature notes that teachers should design authentic learning activities that will assist aspiring prospective educators to be ready to use their knowledge and abilities in the 21st-century classrooms [5]. The present researchers believe that once students acquire the skills of solving problems, they can also apply them in the field of work and in their communities.

When implementing a curriculum, it is wise to select the relevant approaches that will allow students to use their critical thinking. As experienced teachers, we believe that the curriculum needs to be responsive to the needs of the students and society. Winn et al. [6], avers the use of cognitive learning techniques to enhance students’ ability to have a deeper understanding of the content and be able to transfer it to different context. Thus, Lovat [7] highlights the viewpoint that curriculum is concerned with knowledge, how we know and how we can prove that we know. Therefore, it is significant to engage the students and give tasks that require them to demonstrate their understanding. For example, when training student teachers, the content knowledge learned should be demonstrated during the school-based experience (SBE). SBE is work-integrated learning (WIL). Du Plessis [8] defines WIL as an approach that advocates the formal integration of structured real-life experiences. Keller [1] and Sunbul [2] share the same understanding that case study permits active interaction thus facilitating the search for solutions to problems encountered in real-life situations.

2. Literature review

2.1 The significance of case-based learning as a teaching methodology

Case-based learning is highly recognised because of the positive impact it has on learning and teaching, and it promotes interactive learning [1]. It is a method that focuses on solving problems in the classroom and in real-life situations [1, 2]. Literature highlights that case study is the method that allows interdisciplinary learning and deals with solving societal issues [9, 10]. The method encourages creativity and prepares a well-rounded student who can also make decisions in the future. Furthermore, it enhances presentation skills when giving feedback to the audience; hence, students need to work very hard to provide constructive feedback. Teachers also need to quickly give positive feedback about the tasks to motivate students to work harder.

2.2 Case-based learning promotes deep learning

Case-based learning promotes deep learning unlike surface learning since students can take control of their learning and gain new knowledge in the process. Deep learning is described as the understanding of content knowledge by students [11, 12]. Brookhart [13] explains that when students acquire knowledge, they need to apply it in and outside the school. Consequently, Shulman [14] proposes that teachers need to be well-equipped in content knowledge and to deliver it using the relevant pedagogies. Literature indicates that when using a case study, higher-order thinking develops, and students are able to operate at higher levels of Bloom’s taxonomy of cognitive learning [10, 15]. Moreover, the same authors state that Bloom’s taxonomy [16] came with a framework that emphasises the following aspects: recalling knowledge, analysing and evaluating, rather than just teaching students to remember facts (rote learning). To us, it means the scenarios given in class need to promote higher levels on Bloom’s taxonomy of cognitive learning.

Bloom [16] states that learning is divided into three domains: (a) cognitive: mental skills (knowledge), (b) affective: growth in feelings or emotional areas (attitude or self) and (c) psychomotor: manual or physical skills (skills). The three domains are very important, and teachers need to apply them in the lesson. One of the three domains, the affective domain, encourages teachers to use relevant instructional methodologies that would allow educational activities, for instance, paying attention when the teacher starts the lesson as well as during the lesson. In the affective domain, five characteristics are very important [5], and they relate to each other for a lesson to be successful. Receiving, responding, valuing, organisation and classification by value or value complex are among these traits. The domain urged teachers to implement effective instructional techniques that would enable learning activities, addressing the following: Paying attention both when the teacher begins the lesson and when it is being taught.

If students receive the newly learned knowledge positively [6], then the learning and teaching becomes effective. When learners receive the lesson enthusiastically, they will respond constructively by participating in the lesson actively either working as individuals or working as groups. Hence, it is important for teachers to constructively align the learning outcomes with the assessment criteria, moreover, to use the relevant method that will encourage the students to be actively engaged. Participating in the lesson means the value of the lesson is treasured by learners, and they demonstrate their appreciation by asking questions, discussing, and seeking clarity when necessary.

2.3 Case-based learning enhances problem-solving skills

Problem-solving is referred to as a problem-based learning strategy (PBLS; [17]). There is a connection between case-based learning and problem-based learning. When students are conducting case study tasks, they need to apply problem-solving skills of which they need to critically engage in research on the topic and give positive feedback. Five stages need to be performed when solving a problem, and these are investigating, developing, presenting work, analysing and evaluating the problem-solving process [17]. The stages will assist the teachers to guide the students before they can follow.

2.4 Challenges and benefits of case-based learning

The literature recognises that case study is one of the top methods that can be used in the classroom as it prepares students in applying higher-order thinking [1]. Sunbul [2] and Cakmak [18] state that when the case study is used correctly, teamwork is promoted, communication becomes significantly enhanced and students are able to find real solutions to problems. Moreover, the author also highlights that the scenarios given to students can be examined by all students in class or as groups before teachers can do their evaluation. Bilen [19], Nas [20] and Gozutok [21] state that critical thinking becomes more advanced when students are involved in case discussions.

Preparing case studies takes a long time and can be difficult to conduct in overcrowded classrooms [2, 22, 23]. Therefore, teachers need to be mentored and guided in using the case-study method. Moreover, the above authors also mentioned that good preparation before the application is needed to avoid disappointments when conducting the session [2, 22, 23]. Thus, teachers need to get enough learner materials and training from the school management committee and the department officials. Current studies claim that support is the key to implementing curriculum effectively [24]. Furthermore, Phasha, et al. [25] highlights that the quality of education can be upgraded only if challenges encountered by teachers are positively addressed and all the stakeholders play an instrumental role in supporting the teachers.

2.5 Problem statement

The study was triggered by challenges faced by teachers in the science field. Some of the teachers confirmed that science is not an easy subject, they struggle immensely when implementing the curriculum in class. They follow CAPS documents, which they struggle to analyse. In addition, they complained about being allocated a subject to teach without having a background in science or due to a shortage of teachers in that field. The study was conducted in one rural education district in South Africa’s Eastern Cape Province. Findings revealed that educators in South Africa encounter challenges in terms of science resources, content knowledge and infrastructure [26]. The three aspects mentioned above are the focus areas that need to be prioritised before implementing the science curriculum. Thus, it is the researchers’ responsibility to go deep and find out if teachers use the case-based learning method to enhance science learning.

2.6 Theoretical and conceptual background

The study is underpinned by two theories, Vygotsky’s [27] (1896–1934) social constructivism and Shulman’s [14] pedagogical content knowledge. The two theories align with the study as they emphasise that the students need to be engaged and guided by a knowledgeable person to reach the academic level that is expected. The second theory posits that the knowledgeable person needs to master the content first before involving the student and using the relevant approach to drive the lesson. Since the two theories complement each other, the implication is that, before teachers make use of the case study approach, they should be familiar and knowledgeable with the content, understand the type of student and their environment before they can assign tasks. This implies that teachers must understand individual learners’ needs so that they can prepare relevant tasks for them.

2.7 Research objective

The paper sought to explore teachers’ acknowledgement of the case study as a teaching method that promotes critical thinking in science learning.

2.8 Research question

How do teachers use case-based learning as a teaching method that promotes natural science learning?

2.9 Research and methodology

A mixed-method approach was employed in the study. The data were analysed using both qualitative and quantitative approaches. Descriptive statistics were used for quantitative data and themes were used to analyse qualitative data. To examine case-based learning used by teachers when teaching Natural Sciences (NS), this study employed a descriptive and survey design. A questionnaire was used to collect data. The study used purposeful sampling to select schools based on proximity to the researchers. Thirty out of sixty-seven schools are in six out of the eight circuits in the selected education district. The population was made up of 15 female and 15 male teachers.

2.10 Ethical considerations

Ethical considerations such as informed consent, voluntary participation and withdrawal, confidentiality and for anonymity codes like Teacher 1 (T1), Teacher 2 (T2)…up to Teacher 9 (T9). The researchers also guaranteed that no participant would be put exposed or subjected to risk or harm as a result of their participation in the study.

3. Results

Educators identified 44 responses on the strengths of the case study method. The responses are presented in descending order: simplifying otherwise complex activities/scenarios (13, 30%), promoting research skills/integrating and synthesising basic knowledge in real-life cases (10, 23%), exposing learners to real-life scenarios (9, 21%), fostering critical thinking and enhancing communication (7, 16%) and allowing discussions and cooperative learning (5, 11%).

The shortcomings of the case study method amassed 27 responses with the most commonly identified weakness being that the method was relatively more time-consuming compared to other teaching strategies (15, 56%). The second common disadvantage identified was that case studies were difficult to utilise if learners were disinterested (8, 30%). The less common disadvantages were stated as promoting little in-depth learning and requiring specific skills on the part of the teacher (3, 11%) and learners (1, 4%) respectively.

3.1 Discussion

3.1.1 Strengths

Case study as a strategy that simplifies otherwise complex activities and scenarios was among the strengths identified by educators. Cakmak et al. [18] caution that the language used should not be too complicated to allow students to understand the scenario and be able to unpack it. Exposing learners to real-life scenarios is very important, Keller [1] explains that a case study is the best method to use in the classroom as it prepares students for post-secondary achievement. Sunbul [2] indicates that the case study method assists students to find operative solutions to problems that they encounter in similar real-life situations in a shorter time. Benefits identified by educators were promoting critical and analytical thinking, improving communication, contributing positively to the development of critical thinking, problem-solving and decision-making skills. Previous studies [19, 20, 21] report that critical thinking is developed when students are engaged in case discussions. Moreover, for discussions and cooperative learning, students could learn through engaging in discussions, therefore, they enjoy the method [22]. Teamwork is significantly important and cooperative learning is the key for this method as students work in groups to find solutions.

Promotion of research skills, as well as integration and synthesis of basic knowledge in real-life cases, are other strengths mentioned by respondents. Respondents also mentioned that research skills are sharpened when using case-based learning. Hence, it is important for teachers to guide the student during the process.

3.1.2 Weaknesses

Weaknesses mentioned by respondents included the consumption of relatively more time compared to other methods. Literature highlights that case studies consume large stretches of time and can be difficult to implement in congested classrooms [2, 22, 23]. Another weakness mentioned was that little in-depth learning was achieved and that specific skills on the part of the educator might be needed. Other studies have also demonstrated that case studies require educators to make good preparations before application [2, 22, 23]. Regarding the difficulty to implement the case study method if learners are disinterested due to the need for deep and critical thinking to solve the problem, several researchers have faced similar challenges. For example, Sunbul [2] reports that due to different challenges, it is often hard to implement the method.

Themes were drawn from the participants’ responses on exploring case-based learning as a teaching method that enhances natural science learning. Themes were organised to connect with research questions to cater to NS teachers. The themes are as follows:

• Higher-order thinking

• Group work

• Support

3.1.3 Qualitative findings

Teachers agreed that there are methods that promote higher-order thinking concerning the case study. Their verbatim quotes are as follows:

The case study involves investigations, and they promote higher-order thinking. An example, when giving learners a question, it needs a conclusion at the end. So the learner will critically think about what happened up to the last stage. It is not easy, sometimes since it requires specific skills on the part of the teacher, I still need support (T1) (T2).

Case study promotes higher thinking, e.g., When I give them questions like “What are stem cells? How do you get them? How are they harvested?” Then learners will do a lot of thinking (T3). Problem-solving and investigation are part of the case study, they encourage higher order thinking and learners can voice out whatever they know and also ask questions (T9).

Working as groups assists the students to brainstorm and come up with facts. Activities need to be aligned with the content specified in the CAPS policy document and allow students to think outside the box, however, consume relatively more time as compared to other methods and students delay with the feedback (T4). The following approaches that will increase thinking skills are investigations, problem-solving (T7).

A case study is not easy for me, I need support. I am used in the lecture and textbook method. Lack of support is a challenge. When I attend the workshop, it does not work for me because they are too theoretical than practical, we need the practical part of NS (T6) (T8).

4. Discussion

To promote higher-order thinking, the participants revealed that investigations enhanced higher-order thinking. Previous studies such as Keller [1], Grassberger, Wilder [3] and Nkhoma [4] indicate that case study encourages students to learn more and apply critical thinking. Moreover, Winn et al. [6] encourages the use of cognitive learning strategies so that students can apply deep learning and actively participate in the lesson. The present researcher concurs with the authors above, teachers with the teaching and lecturing background profess the practicality of the method. It gives students the freedom to look for different learning materials that will assist them in compiling or demonstrating the task given.

Some of the science teachers confirmed that case study requires specific skills. Literature revealed that, to master the required skills concerning the case study, one needs to have good problem-solving skills and be able to understand the investigation skills [17]. Subsequently, Akbulut and Hill [5] notes that authentic learning activities motivates student teachers to be prepared for the 21st century classrooms. The participants mentioned that group work promotes learning and teaching when implementing a curriculum using a case study. Cakmak [18] and Sunbul [2] state that case study promotes teamwork, good communication skills among the group and students find constructive solutions to problems. Teamwork is immensely important; students divide the tasks and allocate duties to everyone in the group. However, group work can disadvantage shy students by further alienating them while those who are significantly confident seize the opportunity to dominate in the group.

Some of the participants complained that case study consumes relatively more time, and literature avers that case-based learning takes a long time and can be difficult to conduct [2, 22, 23]. The present researchers are of the view that exposing students to real-life scenarios or projects that demand critical thinking is particularly crucial. Therefore, it is important to prepare students to be able to apply their minds, evaluate the problem and emerge with good decisions.

There is an existing need for support, as revealed by some of the science teachers. Getting support in the core business of the school is very significant, so the school managers need to monitor and implement positive interventions that will support teachers. Literature notes that support is the key to the successful implementation of the curriculum [24]. While Phasha et al. [25] mentions that challenges encountered by teachers need to be addressed immediately to avoid unnecessary delays in the curriculum implementation.

4.1 Summary of findings

The findings revealed that case-based learning exposes learners to real-life scenarios and promotes critical and analytical thinking; however, the challenges are compounded in congested classrooms and lessons take a long time when implemented in overcrowded classrooms. Case-based learning prepares students to apply problem-solving, investigation and decision-making skills. However, there are some metacognition challenges experienced such as time-constraints and need for thorough preparation before conducting science sessions as lack of preparation negatively affects learners with learning barriers.

5. Conclusions

The study was conducted in one district of the Eastern Cape Province of South Africa. Findings indicate that science teachers are using the case-based learning method, and it is a particularly interesting method as it promotes learning and teaching. Most participants raised the issue of higher-order thinking that enhances the method in terms of scenarios given to learners for problem-solving purposes. Science teachers also mentioned that case study is good for science learning, and it becomes more successful when cooperative learning is applied. The study also revealed that support is needed to strengthen learning and teaching of natural science and motivate teachers to implement the curriculum confidently.

5.1 Recommendations

Science teachers need to work with their colleagues at school and share information with other teachers in their respective districts. They also need to invite science teachers from other provinces to exchange pedagogical content knowledge using online platforms, conducting webinars and sharing views on the effectiveness of applying case-based learning online and apply the following steps when conducting case-based learning:

• Understanding of the content knowledge

• Identify the problem

• Give a case-based scenario

• Allocate tasks according to groups

• Draft clear guidelines

• Provide clear rubric

Acknowledgments

Our deepest gratitude goes to the education district office and schools that participated in the study.

All authors have read and agreed to the published version of the manuscript.

Conflict of interest

None of the researchers has any conflict of interest, and no gain is expected from this study.

Author contributions

Conceptualization, Mtsi N. and Kumanda N.; methodology, Mtsi N. and Chiphambo, S.M.; validation, Mtsi N. and Kumanda, N.; formal analysis, Chiphambo S.M.; investigation, Mtsi N.; resources, Mtsi, N.; writing—original draft preparation: Mtsi N.; writing—review and editing, Chiphambo S.M. and Kumanda N.

Funding

None.

Informed consent statement

Informed consent was obtained from all subjects involved in the study.

Data availability statement

The data presented in this study are available on request from the corresponding author. The data are publicly available.