The effect of the case-based learning method on high school physics students' conceptual understanding of the unit on energy

In the implementation of the study, the effects of two different teaching methods (Case-Based Learning and Traditional Instruction) used for the topic of "Energy" in the 9th grade school curriculum were examined in terms of the change in the students’ conceptual understanding after the instruction. The pretests implemented (ECT) showed that conceptual understanding in both groups was very similar. The results of the posttests (ECT) showed that the full comprehension percentages of the study group (CBG) were higher than the control group (TIG) in 13 out of 16 items. The results of the posttests (ECT) demonstrated that there was a decrease in alternative concepts in both groups. It may said that after the implementation, the Case-based Learning method resulted in more positive results in more items than the Traditional Instruction method in terms of the students' conceptual understanding. We may thus reach the conclusion that there was more of an increase in the conceptual understanding of the study group. Also, from the responses given in both the pretest and the posttest, it can be seen that there were more alternative concepts and misconceptions in the control group.

The finding that the change in conceptual understanding is more pronounced in the CBL method compared to the traditional instruction method is supported by many previous studies (e.g., Aydoğan, Güneş & Gülçiçek, 2003; Ayyıldız & Tarhan, 2013; Bilgin & Geban, 2001; Çam, 2009; Özkan & Azar, 2005; Ünal Sümen, 2013). To reduce or eliminate student misconceptions in Science/Physics education and ensure a positive change in terms of their conceptual understanding, alternative teaching approaches must be embraced in place of traditional instruction methods.