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Case studies’ effect on undergraduates’ achievement, attitudes, and team shared mental models in educational psychology

机译：案例研究对大学生的成就，态度和团队共享心理模型的影响

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The purpose of this study was to examine the effect of case studies on learning outcomes, attitudes toward instructions, and team shared mental models (SMM) in a team-based learning environment in an undergraduate educational psychology course. Approximately 105 students who participated in this study were randomly assigned to either a case-study method or a knowledge-representation method. Students in the case-study treatment group received a case study after instruction, while students in the knowledge-representation treatment group engaged in an activity that did not involve problem solving. It was hypothesized that students in the case-study group would have higher learning outcomes scores, higher attitudes scores, and greater team SMM than students in the knowledge-representation group. Overall, the case-study method was effective as indicated by generally higher learning outcomes and more positive attitudes for the case-study treatment group as compared to the knowledge-representation group. It might be important to consider the order in which each of the instructional methods is given.
机译：这项研究的目的是在本科教育心理学课程中，在基于团队的学习环境中研究案例研究对学习成果，指导态度和团队共享心理模型（SMM）的影响。大约有105名参加这项研究的学生被随机分配到案例研究方法或知识表示方法。案例研究治疗组的学生接受指导后接受了案例研究，而知识代表治疗组的学生进行了不涉及解决问题的活动。假设案例研究组的学生比知识代表组的学生具有更高的学习成果分数，更高的态度分数和更大的团队SMM。总体而言，案例研究方法是有效的，与知识表示组相比，案例研究治疗组通常具有较高的学习成果和更积极的态度。考虑每种教学方法的顺序可能很重要。

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