Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: classroom management problems for prospective teachers |
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| Authors: | Ikseon Choi Kyunghwa Lee |
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| Institution: | (1) Department of Educational Psychology and Instructional Technology, The University of Georgia, 604 Aderhold Hall, Athens, GA 30602-7144, USA;(2) Department of Elementary and Social Studies Education, The University of Georgia, Athens, GA, USA |
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| Abstract: | This design-based research study is aimed at two goals: (1) developing a feasible case-based instructional model that could
enhance college students’ ill-structured problem solving abilities, while (2) implementing the model to improve teacher education
students’ real-world problem solving abilities to deal with dilemmas faced by practicing teachers in elementary classrooms.
To achieve these goals, an online case-based learning environment for classroom management problem solving (CBL-CMPS) was
developed based on Jonassen’s (in: Reigeluth (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, 1999) constructivist learning environment model and the general process of ill-structured problem solving (1997). Two successive
studies, in which the effectiveness of the CBL-CMPS was tested while the CBL-CMPS was revised, showed that the individual
components of the CBL-CMPS promoted ill-structured problem solving abilities respectively, and that the CBL-CMPS as a whole
learning environment was effective to a degree for the transfer of learning in ill-structured problem solving. The potential,
challenge, and implications of the CBL-CMPS are discussed.
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| Keywords: | Case-based learning Constructivist learning environment design Design-based research Ill-structured problem solving Teacher education Classroom management |
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