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

1.3. Developing critical thinking using case study method.
According to DeYoung and DeYoung (2003), cases do not provide easy or accurate solutions, but rather straightforward or unambiguous responses; they teach in pupils the need to think critically and professionally by using theoretical principles to illustrate a real situation. Case studies foster a desire to learn by improving students' listening and cooperative learning skills, fostering partnerships between learners and teachers, encouraging attention to and self-consciousness toward assumptions and conceptions, assisting students in learning to monitor their own thinking, and promoting thinking and brainstorming¹⁸. White et al. (2009) stated that case studies are quite useful in the classroom. Furthermore, in their study, they found a substantial rise in the number of students capable of critical analysis and assessment in thinking, demonstrating that there is a statistically significant increase in the number of students capable of critical analysis and evaluation in thinking. The Case-Based Learning (CBL) approach appeared to be more successful than standard lecture-based teaching methods in fostering critical thinking abilities in nursing students. According to Popil (2011), Case studies include principles from experimental learning by offering learner-centered instruction and opportunities that encourage learners to participate actively. Case studies are based on real-life scenarios and are successful teaching tools that foster active learning, the development of critical thinking abilities, and problem solving. Active learning is considered important and avoids common problems of conventional teaching such as passive learning that discourages motivation, and reduces competency to apply learning¹⁹. Case-based learning is seen to be a successful strategy because it allows for the creation of scaffolded relationships between bits of information. Failure, which is an unavoidable part of learning, is also not penalized in the same way that it is in other types of education²⁰.
Case method teaching is an active kind of instruction that focuses on a case and involves students learning by doing. Cases are genuine or made-up stories that have "an educational message" or narrate events, problems, dilemmas, theoretical or conceptual issues that necessitate analysis and decision-making.
Case-based teaching gives real-world circumstances and requires students to actively address challenging issues. This form of teaching is popular in a variety of different areas including law, commerce, and medicine and this method is used to encourage learning across disciplines.
The case study technique has been shown to enhance students' perceptions of learning gains and to help them accomplish learning objectives. Case studies provide educational advantages such as increased student involvement in their learning, deeper student grasp of ideas, higher critical thinking abilities, and the capacity to create connections across curriculum areas and view an issue from different viewpoints.²¹. 
Case-based learning involves students asking questions about the case, problem-solving, communicating with and learning from their peers, "unpacking" the case, analyzing the case, and summarizing the case. They learn to cope with uncertainty and little knowledge, to think professionally or disciplinarily, and to ask themselves, "What would I do if that happened to me?"
The case method helps students connect theory to practice and fosters the growth of abilities like as communication, active listening, critical thinking, and decision-making as they apply their knowledge of the course material, consider what they have learned and their technique of analysis, and make sense of a case²².
A lot of times, cases are utilized as "vehicles for classroom discussion"²³. To take ownership of their case-based learning, students should be challenged. Student thinking and communication regarding a case are stimulated by discussion-based teaching methods. Students can be the ones who "ask questions, summarize content, generate hypotheses, propose theories, or offer critical analyses" in a case activity that instructors might put up²⁴. 
The teacher's job is to present a case, invite students to present a case, or come up with a case on their own to utilize in class. The instructor also sets expectations, gives directions, and assigns student roles in the discussion. Student involvement in a case discussion may include: discussing the question, listen actively and draw connections by asking follow up questions in order to refocus the conversation. Take some notes if needed.
Instructors may model case analysis and the sorts of questions students should ask prior to the case discussion, co-create discussion guidelines with students, and invite students to submit discussion questions. The teacher may regulate timing during the discussion, interfere as needed (although, the students should be doing the discussing), and stop the discussion for a debrief and to allow students to reflect on what and how they acquired from the case training.
Table 1 gives some interactive case method techniques. Whatever strategy is used, it is critical to create a learning atmosphere in which students feel comfortable engaging in a case activity and learning from one another.
Approaches to case teaching should be influenced by course learning objectives and can be customized for small, big, hybrid, and online classrooms. Instructional technology may be applied in a variety of ways to distribute, support, and assess the case method. Allow students to work at their own speed, involve all learners, even those who are hesitant to speak out in class, and assess knowledge of a case and student learning. Students might be invited to read a case and view a brief video, reply to quiz questions and receive rapid response, add questions to a conversation, and exchange resources.
Asking students to pause and consider what and how they learnt from the case can help you make sure they are benefiting from the case method. Time for reflection helps your students develop their metacognition, and when these reflections are compiled, they give you important insights about whether your strategy serves to improve student learning.

Table 1.