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Case Studies

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.

Cognitive Learning

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

The Scientific Method

The Scientific Method

Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.

Decision Making: P-value Method

Decision Making: P-value Method

The process of hypothesis testing based on the P-value method includes calculating the P- value using the sample data and interpreting it.
First, a specific claim about the population parameter is proposed. The claim is based on the research question and is stated in a simple form. Further, an opposing statement to the claim is also stated. These statements can act as null and alternative hypotheses: a null hypothesis would be a neutral statement while the alternative hypothesis can have a...

Critical Thinking II

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:

Purposive Learning

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...

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Related Experiment Video

Updated: May 8, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Problem- and case-based learning in science: an introduction to distinctions, values, and outcomes.

Douglas Allchin¹

¹SHiPS Resource Center, Saint Paul, MN 55104, USA. allch001@umn.edu

CBE Life Sciences Education

|September 6, 2013

Summary

Case-based learning and problem-based learning offer promising reforms in science education. Instructors must carefully consider pedagogical choices like student autonomy and problem design for effective implementation and learning outcomes.

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Area of Science:

Science Education
Pedagogical Strategies

Background:

Case-based learning (CBL) and problem-based learning (PBL) are effective pedagogical strategies for science education reform.
Implementing CBL and PBL requires instructors to make critical instructional decisions.

Purpose of the Study:

To profile key features and their associated learning outcomes for instructors considering CBL and PBL.
To guide instructors in making informed choices regarding pedagogical strategy implementation.

Main Methods:

Analysis of different features within CBL and PBL frameworks.
Profiling of instructional choices, including student autonomy, focus (content, skills, nature of science), problem design, collaboration, and knowledge application versus generation.

Main Results:

Identified key instructional variables: student autonomy, focus of instruction, problem characteristics (scope, clarity, authenticity), collaboration extent, complexity, and the application vs. generation of knowledge.
Detailed the relationship between these features and potential learning outcomes.

Conclusions:

Effective implementation of CBL and PBL hinges on strategic instructor choices regarding various pedagogical features.
Understanding these features and their impact is crucial for optimizing science learning through active, inquiry-based methods.