Part theoretical backgrounds of using case studies for developing critical thinking of school learners

1.2. Specific features of case studies.
Case study methodology has long been a contested terrain in social sciences research which is characterized by varying, sometimes opposing, approaches espoused by many research methodologists. Despite being one of the most frequently used qualitative research methodologies in educational research, the methodologists do not have a full consensus on the design and implementation of case study, which hampers its full evolution. Focusing on the landmark works of three prominent methodologists, namely Robert Yin, Sharan Merriam, Robert Stake, I attempt to scrutinize the areas where their perspectives diverge, converge and complement one another in varying dimensions of case study research. I aim to help the emerging researchers in the field of education familiarize themselves with the diverse views regarding case study that lead to a vast array of techniques and strategies, out of which they can come up with a combined perspective which best serves their research purpose.
According to the research findings of Leenders, Mauffette-Leenders, and Erskine (2001), a case study is a description of an actual circumstance, generally comprising a challenge, a choice, an opportunity, or a problem experienced by a person or individuals in an organization. It can also be referred to as a case, case study strategy, case approach, or case study method¹⁰. In the 1870s, the Harvard school faculty had introduced this term and it has been used for many years in business and law schools at Harvard University¹¹.
Case studies do not provide simple or straightforward answers; rather, they stimulate students' critical thinking, demonstrate how to think professionally, and encourage students to apply theoretical principles to a real situation. The case study technique is distinct in that it is based on real-life experiences, gives supporting facts and documents to be studied, and presents an open-ended topic or problem for a possible answer.
Case studies can often be lengthy and thorough, presenting well-defined situations. Learners can use their prior knowledge as well as new knowledge to solve the challenge¹². Case studies can be presented to individuals or groups; however, they are most typically worked on in groups to explore answers to issues or questions provided. They engage students and allow them to put theory to practice, apply decision-making skills to specific issues, employ multiple viewpoints, participate in data analysis, and synthesize course information.¹³ Gaining insight, learning new things, improving listening and cooperative learning skills, fostering partnerships between learners and teachers, raising awareness of ideas and assumptions, carefully considering and evaluating ideas, and stimulating brainstorming and thinking are some of the different courses of action that can be understood while working on cases and scenarios.
Case-Based Learning allows students to build on existing information, integrate knowledge, and explore applicability to future scenarios¹⁴. The examples foster accountability and cooperation, and as a result, adult learners are driven to critically analyze and methodically learn about suitable responses rather than passively receiving the data. ¹⁵
Case studies and discussion method pedagogy are newly found teaching methodologies that have lately been implemented into numerous fields where lecturing and small-group discussion were previously the standard. Although interest in case studies as a teaching mechanism is new, the padagogy itself is as old as the ancient storytellers who told a narrative (case) to promote children's individual discovery of wisdom, knowledge of their surroundings, and development of the thought prom's: of survival¹⁶. The aims of storytelling in these ancient societies were similar to our goals today in employing case studies: to develop critical thinking and reflection so that children learn how to study on their own.
A new world of work has come, one in which technology is as much a part of living as any other facet of daily life. The world is also changing in terms of how ideas are presented verbally or in writing. Images, films, and graphics are increasingly routinely used to express ideas. The cognitive purpose of education at all levels is the capacity to think effectively about complicated issues and solve a wide variety of challenges.
A significant benefit of using case studies in teaching is that students actively participate in deriving the principles from the situations. The case statement should have sufficient details to allow the students to come up with solutions and then determine how to use those solutions in other circumstances that are comparable. In order for students to recognize both the similarities and distinctions between the situations, instructors can choose to use a variety of cases.
Case studies have been used to develop critical thinking¹⁷. There are also interactive language courses that designed to broaden the students' horizons.
There is increasing emphasis in pedagogical research on encouraging critical thinking in the classroom. The specific mental processes and behaviors involved require the individual to engage in reflective and purposeful thinking. Critical thinking encompasses the ability to examine ideas, make decisions, and solve problems. The skills necessary to think critically are essential for learners to evaluate multiple perspectives and solve novel problems in the classroom and throughout life. Career success in the 21st century requires a complex set of workforce skills. Current labor market assessments indicate that by the year 2020, the majority of occupations will require workers to display cognitive skills such as active listening, critical thinking, and decision making.
The critical thinking skills necessary to tackle novel problems can best be addressed in higher education institutions. Throughout education, and specifically in college courses, students tend to be required to regurgitate knowledge through a multiple-choice exams. Breaking this habit and incorporating critical thinking can be difficult for students. While the ability to recite information is helpful for establishing base knowledge, it does not prepare students to tackle novel problems. Considering this, the importance of critical thinking is widely accepted; however, there has been some debate in educational research regarding how to teach these skills. Research has demonstrated that students show significant improvements in critical thinking as a result of explicit methods of instruction in related skills. Explicit instruction provides methodological instructions on how to approach a problem. By establishing the necessary framework to work through unfamiliar details, we enable students to independently solve complex problems.
Here, we discuss a specific process that teaches students a systematic approach to solving case studies in teaching English as a second language. Case studies are a popular method to encourage critical thinking and engage students in the learning process. Often, students start by trying to plug in memorized facts to answer a complicated question quickly, before “solving” the case study, they must analyze the information presented in the case. The case may include terminology with which the students are not familiar. They therefore begin by identifying and defining unfamiliar terms. They then specify the timeline in which the problem occurred. Establishing a timeline and narrowing the focus can be critical as nobody told them how to do this before. Students must then describe the situation an d come up with possible solutions.