個案教學法應用於社會學科與自然學科課程之比較研究

Comparative Research of Applying Case Method to Social Science and Natural Science Courses

10.6737/JDP.202003_(27).03

蔡淑瑤(Tsai, Shu-Yao)；林哲瑩(Lin, Che-Ying)

個案教學法 ； 社會學科課程 ； 自然學科課程 ； 比較研究 ； Case method ； social science course ； natural science course ； comparative research

發展與前瞻學報

27期（2020 / 03 / 01）

45 - 62

繁體中文

如何讓學生在課堂上專注且樂於學習，而不再像一般的學生在課堂上用手機軟體聊天或玩遊戲，進而學習成為一位專業的工作者，已經是現今人手一機時代的教學現場的一大挑戰。因此，可以激發學生學習熱情的個案教學法，在此扮演了一個改變現況的重要角色。但將個案教學法應用於社會學科和自然學科課程中之成果，則必須加以評估與比較，以確保個案教學法應用得宜。本研究採用新柯式訓練評估模式所建議的評估項目，來蒐集接受過個案教學法的139位學生的意見，以獲得客觀性的數據及結果，來評估個案教學法應用於社會學科和自然學科課程中的成果。資料分析方法為次數分配、平均數、標準差、t檢定、和積差相關分析。本研究發現：接受過應用個案教學法的課程的社會科學科系和自然科學科系的學生，對應用個案教學法的課程給予正面的評價，且在反應、學習、和行為等三層次，均受到個案教學法的顯著影響。因此，建議全面性地推動社會學科和自然學科的課程以個案教學法為主，以利學生能有效地將專業知能和技巧結合，並應用於實務案例上。

It has been a challenge to encourage students to concentrate and enjoy study in order to educate them to be future professional workers, instead of using chatting social media or internet games in modern classroom when every student has a mobile phone on hand. Therefore, the case method which can inspire students' passion for learning plays an important role in changing current situation. However, it is necessary to evaluate the application of case method to both social science and natural science courses to ensure its appropriateness in teaching. This study employed the New World Kirkpatrick Model to collect data from 139 students who have been to case method class. Objective value and results were used to evaluate the results of case method in social science and natural science courses. The data were analyzed through frequency distribution, mean, standard deviation, t-test, and Pearson product-moment correlation. All students gave positive feedback from case method in the study. The significant effect was on 3 levels. They were reaction, learning, and behavior. Therefore, case method can be promoted for all social science and natural science courses in order to assistant students to integrate professional knowledge and skill, and then to apply to real case.

1. 張迺貞,周天(2015)。運用 Kirkpatrick 模式評估資訊法律課程在數位學習環境之學習成效。教育資料與圖書館學，52(4)，417-450。
   連結：
2. Austin, M. J.,Packard, T.(2009).Case-based learning: Educating future human service managers.Journal of Teaching in Social Work,29,216-236.
3. Cossom, J.(1991).Teaching from cases: Education for critical thinking.Journal of Teaching in Social Work,5(1),139-155.
4. Ellet, W.(2007).The case study handbook: how to read, discuss, and write persuasively about cases.Boston, MA:Harvard Business School Press.
5. Harvard Business School (n. d.). The HBS case method. Retrieved from https://www.hbs.edu/mba/academic-experience/Pages/the-hbs-case-method.aspx
6. Henson, K.T.(2003).Foundations for learner-centered education: A knowledge base.Education,124(1),5-16.
7. Kirkpatrick, J. D.,Kirkpatrick, W. K.(2016).Kirkpatrick's four levels of training evaluation.Alexandria, VA:ATD Press.
8. Loewenthal, K. M.(2001).An introduction to psychological tests and scales.East Sussex, England:Psychology Press.
9. Lynn, L.E.(1999).Teaching and learning with cases: A guidebook.New York, NY:Chatham House Publishers.
10. Posavac, E. J.(2011).Program evaluation: methods and case studies.Upper Saddle River, NJ:Prentice-Hall.
11. Schutt, R. K.(2011).Investigating the social world: The process and practice of research.SAGE Publications.
12. Wassermann, S.(1994).Introduction to case method teaching. A guide to the galaxy.New York, NY:Teachers College Press, Teachers College, Columbia University.
13. 呂文惠(2011)。教學評量結果能否反應教學品質?。臺灣教育評論月刊，1(2)，46-47。
14. 林哲瑩(2018)。個案教學法應用於社會工作專精課程之成果評估研究。臺灣教育評論月刊，7(8)，234-251。
15. 簡春安,鄒平儀(2012).社會工作研究法.高雄:巨流.

1. 鄭立婷,姚惠忠(2023)。體驗式案例教學對醫學大學生學習興趣、同理心及醫病溝通能力之探討。通識學刊：理念與實務，11(1)，43-80。
2. (2022)。客觀結構式臨床測驗應用於醫務社會工作課程之成果評估研究。靜宜人文社會學報，16(1)，97-128。