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

When the results of the study were examined as to the conceptual understanding attained in the two groups, it was found that a clearly visible change took place in the Case-Based Group. At the same time, no significant difference was revealed between the two groups' general conceptual achievement scores. The conclusions derived from this study are limited to the topics in the unit on Energy and to a defined period of 6 weeks. In the light of the findings of this study, the following recommendations may be made: The CBL method may be tried in different levels of education, different classes, different schools and different topics in physics to explore its effect on the same variables. The study may be repeated for a longer period of time on different groups. Similar to the present study, a comparison may be made of the CBL method and other alternative teaching methods (conceptual change-based teaching methods, life-based teaching methods). When it is considered that all events can be explained with the laws of physics, it may be said that the Case-Based Learning method occupies an important place in physics education. We may say that all events experienced in daily life are each a case story. It is therefore recommended that educators make use of the Case-Based Learning method to help students make associations between daily real-life situations and physics topics and develop an awareness in this context.