Enhance Learning among Natural Science Learners in a South African Rural District Using Case-Based Learning

Abstract

Case-based learning has become a teaching method that is commonly used by science teachers. The objective of the study is to explore how teachers implement case study as the teaching method that promotes critical thinking in science learning. The study was informed by Vygotsky’s social constructivism and Shulman’s pedagogical content knowledge. Both theories constructively align with the study since they emphasise that knowledge is produced through active engagement and the subject matter needs to be driven by using the relevant pedagogy. A mixed-method approach was employed in the study. Thirty out of sixty-seven schools were purposefully sampled to respond to the questionnaire and 10 out of 30 (one teacher from each of the schools) volunteered to participate in the semi-structured interviews. Data were analysed using both qualitative and quantitative approaches. Themes were used to analyse qualitative data, and descriptive statistics were used to analyse quantitative data. The findings revealed that most teachers use a case-based learning approach. However, some teachers indicated that the method consumes relatively more time and requires specific skills on the part of the teacher. Therefore, the study recommends that teachers need to collaborate with other science teachers as well as their science cluster leaders for information sharing.