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(2019) A phenomenological inquiry into science teachers' case method learning, Dordrecht, Springer.
Understanding case method learning through phenomenology
pp. 83-88
The Case Method (CM) was used to deliver the teaching case The Not-so-simple Simple Electric Circuit in a workshop that the science teachers attended and took part in. The methods and procedures of a phenomenological inquiry outlined by Moustakas (1994) were employed to understand teacher learning through the CM. The research design based on Edmund Husserl's (1859–1938) descriptive phenomenological philosophy facilitated a description of the meaning, structure and essence of the science teachers' learning experience. It was the experience of learning through discussion, interaction and sharing of first-hand experience. The science teachers lived experience of dilemma, confrontation, self-doubt, self-conflict, self-blame, thinking, discussion, analyses, reflection, redemption and resolution, self-discovery and longing for the answer shows the personal and professional learning in accordance with each teacher's inimitable style of learning. This knowledge can augment the extant literature on the CM. This chapter discusses the rationale for the research design, together with implications and outcomes of the study from the persepective of the researcher.
Publication details
DOI: 10.1007/978-981-13-2679-0_4
Full citation:
(2019). Understanding case method learning through phenomenology, in A phenomenological inquiry into science teachers' case method learning, Dordrecht, Springer, pp. 83-88.
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