Journal article
Exploring the Differences Between Experts and Novices on Inquiry-Based Learning Cases
Journal of formative design in learning, Vol.5(2), pp.97-105
12/01/2021
DOI: 10.1007/s41686-021-00062-w
Abstract
Theorists suggest that problem-solving is an important element to engender higher order learning outcomes. According to case-based reasoning (CBR) theory, learners in inquiry-based learning (IBL) are able to engage in deep learning and retain cases over time, which better prepares them for domain practice. Although various studies have explored the experiences of learners as they engage in IBL , few studies have quantified how experts and novices weigh variables within a case and the degree to which they differ. In this study, experts and novices weighed an array of indices (labels) on a series of IBL) cases. Novices’ questions were also analyzed. Using the structural-function-behavior (SBF) framework, the study found differences on basic understanding (structure) and systems thinking (function); however, no differences on casual reasoning (behavior). Implications for case-based reasoning retrieval and reuse are discussed, as well as IBL.
Details
- Title: Subtitle
- Exploring the Differences Between Experts and Novices on Inquiry-Based Learning Cases
- Creators
- Andrew A. Tawfik - University of MemphisJessica D. Gatewood - University of MemphisJaclyn J. Gish-Lieberman - University of MemphisCharles W. Keene - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of formative design in learning, Vol.5(2), pp.97-105
- Publisher
- Springer International Publishing
- DOI
- 10.1007/s41686-021-00062-w
- ISSN
- 2509-8039
- eISSN
- 2509-8039
- Language
- English
- Date published
- 12/01/2021
- Academic Unit
- Marketing; Bus Admin Undergrad
- Record Identifier
- 9984380616802771
Metrics
5 Record Views