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Exploring the Differences Between Experts and Novices on Inquiry-Based Learning Cases

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Abstract

Theorists suggest that problem-solving is an important element to engender higher order learning outcomes. According to case-based reasoning (CBR) theory, learners in inquiry-based learning (IBL) are able to engage in deep learning and retain cases over time, which better prepares them for domain practice. Although various studies have explored the experiences of learners as they engage in IBL , few studies have quantified how experts and novices weigh variables within a case and the degree to which they differ. In this study, experts and novices weighed an array of indices (labels) on a series of IBL) cases. Novices’ questions were also analyzed. Using the structural-function-behavior (SBF) framework, the study found differences on basic understanding (structure) and systems thinking (function); however, no differences on casual reasoning (behavior). Implications for case-based reasoning retrieval and reuse are discussed, as well as IBL.

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Authors and Affiliations

  1. University of Memphis, Ball Hall (Office: 421D), 3798 Walker Ave, Memphis, TN, 38111, USA

    Andrew A. Tawfik, Jessica D. Gatewood & Jaclyn J. Gish-Lieberman

  2. University of Iowa, 21 E Market St, Iowa City, IA, 52242, USA

    Charles W. Keene

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  1. Andrew A. Tawfik
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  2. Jessica D. Gatewood
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  3. Jaclyn J. Gish-Lieberman
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Correspondence to Andrew A. Tawfik.

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Tawfik, A.A., Gatewood, J.D., Gish-Lieberman, J.J. et al. Exploring the Differences Between Experts and Novices on Inquiry-Based Learning Cases. J Form Des Learn 5, 97–105 (2021). https://doi.org/10.1007/s41686-021-00062-w

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