Using Case Studies for Knowledge Creation in the Classroom



We report an educational experience where case studies are used to foster the shift from traditional 'delivery of information� paradigms to 'knowledge creation� approaches, supported by superior levels of activity and interaction. In this kind of context-rich environments, knowledge is not only created, but also applied in simulated real-world situations, inducing quite powerful forms of individual and collective reflection. This happens with the learners becoming responsible, not only for their individual learning and assessment, but also for that of their colleagues. In the specific experience described in this paper, in the initial classes, the teacher provided a number of case studies and assisted the students in their cooperative analysis and discussion. At a second stage, the classes used cases built by groups of student, who also got the responsibility of presenting them and guiding the discussion. The groups have also been asked to grade each other. Appropriate justification for this classification was demanded, and counted as an additional factor in the grader's own evaluation. Self-assessment was also asked of every student. The process has proved fruitful and will continue to be applied in coming years.


Education & Learning


International Conference on Engineering Education (ICEE), August 2002

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