Imaginative uses of self‐selected cases

Abstract This experiment investigated the effects of case‐based instruction, compared to traditional instruction, on students’ ability to activate, assemble and incorporate different knowledge sources in memory. The six‐week study was a quasi‐experi‐ment in which intact classes of 92 ninth graders participated. To determine whether there were existing differences between classes, scores on tests given prior to the experiment, academic records, and pupil placement were compared. Students’ written responses on essays and timed writings were evaluated. The findings indicate that activating and expanding knowledge through the use of thematically‐organized and cross‐disciplinary self‐selected cases facilitated students’ ability to generate explanations for new information that were plausible and meaningful.

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