Putting Case-Based Instruction Into Context: Examples From Legal and Medical Education

Susan M. Williams

365 citations0/0 files storedJournal of the Learning Sciences

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Problem and Project Based Learning Innovative Teaching and Learning Methods Innovative Education and Learning Practices

Abstract

Recently, educational theorists have begun to emphasize the importance of situating instruction in meaningful contexts in order to recreate some of the advantages of apprenticeship learning. Cognitive apprenticeship and anchored instruction are two approaches to instruction that provide guidance for teaching in contextualized ways. Cognitive apprenticeship emphasizes the social context of instruction and draws its inspiration from traditional apprenticeships. Anchored instruction provides a model for creating problem contexts that enables students to see the utility of knowledge and to understand the conditions for its use. Together, these two complementary approaches provide a framework for thinking about apprenticeship learning and how it might be transferred to the classroom. Interestingly, authors who have written about cognitive apprenticeships and anchored instruction have made only passing reference to the case method of legal and business education and the problem-based learning approach to medical education, two well-established methods of instruction that are also based on apprenticeship learning and the study of authentic problems or cases. The detailed description of these two approaches to instruction in this article provides a rich source of information about how to create contextualized learning environments in school settings, and demonstrates that case-based instruction can take on different forms and be used in different domains. Each approach is evaluated employing a framework synthesized from cognitive apprenticeship and anchored instruction; the results of this analysis are used to suggest research questions for case-based instruction as it is currently practiced and areas in which further research is needed to refine educational theories.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 365 citations exist upstream.

References

1978Mind in Society: The Development of Higher Psychological Processes 1989Situated Cognition and the Culture of Learning 1975Family resemblances: Studies in the internal structure of categories 1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics 1981Categories and Concepts 1986A taxonomy of problem‐based learning methods 1987Education and Learning to Think

Cited by

2003Teachers’ beliefs about issues in the implementation of a student-centered learning environment 2011Socio-scientific Issues in the Classroom 1996Connecting problem‐based practices with educational theory 2002Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research 2002A modeling approach to teaching evolutionary biology in high schools*1994

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.