Effect of Case-Based Learning Laboratory Instruction and Scientific Reasoning Ability on Science Preservice Teachers’ Understanding of Some Science Concepts

The purpose of the study was to investigate the effect of case-based learning laboratory (CBLL) over traditional laboratory (TL) instruction on freshman science preservice teachers’ (SPTs’) understanding of some chemistry topics. The participants in this study consisted of 37 freshman SPTs from two intact classes of a rural educational faculty with the same instructor. Each teaching method was randomly assigned to one class. In the experimental group, life cases were presented in a small group format; in the control group, lecturing and discussion was carried out. The results showed that there was no significant difference between the experimental and control groups with respect to their understanding of these chemistry concepts. However, regarding scientific reasoning ability (SRA) level, there were significant differences among the understanding of these chemistry topics by concrete, formal, and post-formal reasoners, in favor of formal reasoners. In addition, SPTs’ SRA levels were affected equally in CBLL and TL