An Open or Shut Case?: Contrasting Approaches to Case Study Design

Autor/inn/en	Cliff, William H.; Nesbitt, Leslie M.
Titel	An Open or Shut Case?: Contrasting Approaches to Case Study Design
Quelle	In: Journal of College Science Teaching, 34 (2005) 4, S.14-17 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Thinking Skills; Case Studies; Teaching Methods; Educational Objectives; Science Instruction; Higher Education + Suchen Sie Ihr Suchwort? Denkfähigkeit; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The hallmark of an open-ended case study is the possibility of multiple outcomes to the problem at hand. This adds to the realism, provokes higher-order thought, and attracts many instructors to case analysis. Yet, there are circumstances in which a closed-ended approach, having a single correct answer, may be preferred. In this article, the authors discuss the advantages and the disadvantages of open-ended case design and the closed-ended case design. (Contains 2 tables and 1 figure.) (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10