Cognitive Consequences of Using Case-Based Supplemental Instruction in Teacher Education: The Role of Real and Virtual Peer Discussions

• In Event: Roundtable Session 95
  In Roundtable Session: Research on Integrating Technology in Preservice Teacher Education

Abstract

The purpose of this study was to investigate cognitive effects of case-based instruction aimed at helping pre-service teachers apply educational psychology principles. Education students who were enrolled in educational psychology courses participated in six sessions, either in groups (G) or individually (I). In each session, students learned about an educational psychology topic through a multimedia program and analyzed classroom cases. Students were asked to either think about the cases individually before engaging in group discussions (TS) or to spend a comparable amount of time only engaged in group discussions (ST). Learning was measured with a transfer test, in which students applied the principles learned to solve a novel case. Results encourage the use of reflective thinking practices and collaborative discussions.

Authors

• Kira Joy Carbonneau, University of New Mexico

• Carolyn J. Hushman, University of New Mexico