Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories. Alternative teaching approaches are more inductive. Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established. This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching. The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods. While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes.

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What are interactive multimodal learning environments and how should they be designed to promote students’ learning? In this paper, we offer a cognitive–affective theory of learning with media from which instructional design principles are derived. Then, we review a set of experimental studies in which we found empirical support for five design principles: guided activity, reflection, feedback, control, and pretraining. Finally, we offer directions for future instructional technology research.

Interactive Multimodal Learning Environments Special Issue on Interactive Learning Environments: Contemporary Issues and Trends

Teacher Learning in the Context of a Video Club.

This article, based on Ken Zeichner's 1998 Division K Vice-Presidential address, traces the development of teacher education research in the U.S. over the last 21 years. Five different segments of the new scholarship in teacher education are discussed together with their contributions to policy and practice in teacher education: survey research, case studies of teacher education programs, conceptual and historical research, studies of learning to teach, and examinations of the nature and impact of teacher education activities including self-study research. The development of Division K in AERA and the role and status of teacher education in research universities are discussed in relation to the development of this field of educational research.

The New Scholarship in Teacher Education

Contents: K.K. Merseth, Foreword: A Rationale for Case-Based Pedagogy in Teacher Education. Preface. Part I:The Learning Fostered Through Case-Based Pedagogy. M.A. Lundeberg, Discovering Teaching and Learning Through Cases. M. Pressley, Commentary: The Case for More and Bigger Cases. H.L. Harrington, Case Analyses as a Performance of Thought. A.G. Rud, Jr., Commentary on "Case Analyses as a Performance of Thought." C.S. Barnett, P.A. Tyson, Case Methods and Teacher Change: Shifting Authority to Build Autonomy. N. Noddings, Commentary on "Case Methods and Teacher Change: Shifting Authority to Build Autonomy." E.B. Moje, J.T. Remillard, S. Southerland, S.E. Wade, Researching Case Pedagogies to Inform Our Teaching. K.M. Zeichner, Commentary on "Researching Case Pedagogies." Part II:Structuring the Learning Environment With Cases. B.B. Levin, The Role of the Facilitator in Case Discussions. R. Silverman, Commentary on "The Role of the Facilitator in Case Discussions." V. Richardson, R.S. Kile, Learning From Videocases. G.A. Griffin, Commentary on "Learning From Videocases." B.B. Levin, The Role of Discussion in Case Pedagogy: Who Learns What? and How? J.H. Shulman, Commentary on "The Role of Discussion in Case Pedagogy." Part III:Rethinking Cases. K. Carter, What Is a Case? What Is Not a Case? S. Gudmundsdottir, Commentary on "What Is a Case? What Is Not a Case?" S. Nieto, Culturally Relevant Teaching With Cases: A Personal Reflection and Implications for Pedagogy. S-Y. Zeon, Commentary on "Culturally Relevant Teaching With Cases: A Personal Reflection and Implications for Pedagogy." S. Florio-Ruane, Revisiting Fieldwork in Preservice Teachers' Learning: Creating Your Own Case Studies. H. Featherstone, Commentary on "Revisiting Fieldwork in Preservice Teachers' Learning: Creating Your Own Case Studies." Part IV:Future Directions. M.A. Lundeberg, B.B. Levin, H.L. Harrington, Reflections on Methodologies and Future Research.

Who learns what from cases and how? : the research base for teaching and learning with cases

Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers

https://deepblue.lib.umich.edu/bitstream/handle/2027.42/31371/0000284.pdf;sequence=1

Computer Conferencing, Critical Reflection, and Teacher Development

Written Case Analyses and Critical Reflection.

Increasingly, case-based pedagogy is being advocated as an effective method for preparing preservice teachers for the context complexity of classrooms. The specific foci for cases, in both their construction and implementation, are viewed in a variety of ways. In this paper, we propose a dialogical model for connecting theory to practice by conceiving of cases as problems that initiate shared inquiry. Shared inquiry, dialogue, provides us with opportunities to acknowledge and address the theory and value-ladenness of experience; doing so allows us to transcend the limitations of our own experience and to generate better solutions for all of the students in our care.

Helen L. Harrington

Papers

Who learns what from cases and how? : the research base for teaching and learning with cases

Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers

Computer Conferencing, Critical Reflection, and Teacher Development

Written Case Analyses and Critical Reflection.

Cases as Shared Inquiry: A Dialogical Model of Teacher Preparation