DOI: https://doi.org/10.7203/attic.17.9026

An application of the case study in the Zaragoza University Masters’ Teacher Training


Abstract


This study is based on the implementation and application of the case study method in Higher Education teaching (University Master's in Teacher Training) by the use of case study propitiated by the methodological changes from the European Higher Education Area (EHEA). This study has been applied in two groups of students of different specialties (Natural Sciences and Experimental Sciences) of the subject of Interaction and coexistence in the classroom, forming a joint sample of 98 students (N = 98). In order to analyze the learning outcomes obtained through the case method and the subject, it has been proved if there is a relation between the acquired learning through the resolution of the case and the overall learning of the subject. The results show the existence of a positive and a moderate significant correlation between both types of learning (p <.001), observing a greater correlation in the specialty of Natural Sciences in comparison with Experimental Sciences. These results show the usefulness of the case study method to improve the teaching-learning process in institutions of higher education and the importance of the use of this methodology by teachers, which could promote the acquisition of transversal competences, such as creativity, critical and metacognitive thinking skills in problem solving. The implications of this work serve to design different types of activities in which the case study method and its impact on learning are applied.


Keywords


Higher education; case study; European Higher Education Area; active learning methods; problem solving

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