The dilemma of case-based teaching and learning in science in Hong Kong: Students need it, want it, but may not value it

The dilemma of case-based teaching and learning in science in Hong Kong: Students need it, want it, but may not value it

• McNaught, Carmel Centre for Learning Enhancement and Research, Chinese University of Hong Kong
• Lau, W. M. Centre for Learning Enhancement and Research, Chinese University of Hong Kong
• Lam, Paul Centre for Learning Enhancement and Research, Chinese University of Hong Kong
• Hui, Mark Y. Y. Centre for Learning Enhancement and Research, Chinese University of Hong Kong
• Au, Peter C. T. Baptist University of Hong Kong

International Journal of Science Education, 27(9), 1017-1036, 2005

Routledge

2005

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology

Foreign Countries Focus Groups Student Attitudes Case Method (Teaching Technique) Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The paper reports a study for determining a suitable process for converting traditional surface science courses into case-based learning ones in two universities in Hong Kong. In this preparative study, a set of baseline data was collected on the current level of students' conceptual understanding and also students' perceptions about the traditional courses. The student data (from 38 students) came from examination results, the Study Process Questionnaire, a course-end survey and a focus group meeting; teachers also kept reflective journals. This set of baseline data revealed factors that both support and inhibit case-based learning. On the one hand, students demonstrate a motivation to be able to solve practical problems in this field; on the other hand, they show an unwillingness to take up a personal responsibility for learning. This finding strengthens our resolve to take into account students' expectations and beliefs in the implementation of case-based teaching and learning.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500690500068618]

• English

Journal Articles

• 09500693

• 10.1080/09500690500068618

https://bibliography.lib.eduhk.hk/en/bibs/7a69cf41

2010-09-27