FRAMEWORK FOR A CASE STUDY REPORT
To be discussed at the S-TEAM WP6 meeting
Trondheim 7-8 May 2009
Objective
The objective of WP6 is to incorporate state-of-the-art knowledge about inquiry-based methods
in science into effective professional development programmes for teachers, with a broader aim
to improve attitudes, motivation and career choice disposition towards science for pupils in the
partner countries and elsewhere.
Description
WP6 will be led by the European University of Cyprus (CYCO). It will be closely aligned with
the activities of WP5 through regular meetings and the exchange of materials, in order to achieve
coherence between the activities of the project in professional development and in Initial Teacher
Education.
The co-ordination effort by CYCO will concentrate on facilitating coherence and uniform
interpretations of inquiry-oriented teaching and learning as well as safeguarding a minimum
level of enrichment of the different deliverables with case studies and other supporting examples
that will be useful for teachers in diverse contexts. This will be achieved through a participative
process relying on structured face-to-face meetings and regular online communication.
The tasks in WP6
WP6 will produce training packages (6.2), linked to a book and accompanying DVD using case
study approaches to the implementation of IBST/E and other innovative methods (6.1). Its subpackages cover a wide range of possible approaches, all of which function as training actions but
also contribute to the book/DVD. All WP6 participants have committed to contribute a chapter to
the book, based on their sub-package contribution. There will also be chapters from WPs 4, 5, 7
and 8.
The final product of WP6 will be a series of case studies reporting on the design, development
and validation of each training module from each partner of WP6. Hence, the plan is to publish
these case studies as a book (a collection of chapters) at the end of the project. We hope that we
will be able to develop a common rationale for the case studies so that we can have a truly
coherent volume rather than a set of disparate chapters.
This document is intended to initiate discussion along these lines. The final version of the
document will serve as a guide for the write-up of the case studies. In this document we are
trying to propose a definition of what will be a case study for WP6, in an effort to better design
the process of (a) developing the training modules for teacher professional development in
science, (b) trial-testing and revising them based on the results (findings) and (c) reporting on
their use for teacher training.
It is also possible that the book will include additional chapters for the purpose of unifying the
theme coverage (e.g., an introductory chapter setting the scene, a concluding chapter…)
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SCOPE AND PURPOSE OF THE CASE STUDIES
For the purposes of WP6, we identify two different types of case studies.
(1) The Case Study materials (CSm) refer to the data collection upon which the training
module will be based and developed. Each research partner who has planned to contribute a
training module will collect classroom data that will be analysed and used in the development of
the training module in a number of possible ways: (a) as investigation(s) of the current needs of
the science teacher/student community in the corresponding domain; the outcome can then be
used as guidance for the development of the training approach and content; (b) as examples of
teaching practice in science that include implementation of IBST/E; these can be used as part of
the training module to guide teacher thinking and discussions during the training; (c) other ways
that can support the development of the training module.
We expect that the work of partners in other WPs will be related or even overlapping with CSm
and can be utilized here as well.
(2) The Case Study report (CSr) refers to a research report, an extended paper, which
describes and documents substantial aspects of the design, development, implementation and
validation of a training module or its transfer from one educational setting to another.
More specifically, each CSr will draw on the more detailed information that will be collected
during the implementations of the training module. It is proposed that a CSr will include the
following:
(a) the rationale and the design of the module (including brief descriptions of its structure and
content),
(b) the procedures and the conditions of its development and implementation as well as the
possible preparation of the engaged teachers,
(c) aspects of the research methods applied to the study of students’ learning and the tools
employed, depending on the evaluation procedure chosen by the researchers (e.g pre –post
comparisons, students’ trajectories)
(d) the iterative refinements of the content of the module and how these related to the procedures
and outcomes of the evaluation process.
Additionally,
(e) each case study can be framed in the context of a theoretical orientation that led to the
formulation of specific research questions to be answered.
It is intended that the CSr:
(a) will draw on more detailed information that will be provided in the training module and
CSm.
(b) the measurement or monitoring of students’ learning will depend on the method of
evaluation chosen in each case. Examples include conventional pre / post comparison,
description of student activities and learning trajectories, video / discourse analysis, artefact
analysis, etc. The description of tools will draw on more elaborate information on assessment
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instruments or coding categories or rubrics that will be included in the module itself and wlll
be accessible to teachers for subsequent use.
(c) The description of the iterative refinement could provide an emphasis for the case studies.
The discussion of results could include, among others, their connection to the relevant
literature as well as the design principles of the module. Finally, it is sought to highlight
well-documented recommendations for the development of modules, the added value of
integrating ICT tools, the inquiry learning and the implementation of the module tasks and
instruments in school science programs.
(d) Alternatively, the description of pathways to teacher learning and competence could provide
a different emphasis for the Case Studies.
STRUCTURE OF A CASE STUDY REPORT
1. Introduction
Defining what is the “CASE” in the Case Study. Aims at a clear description of the broad
teaching and research issues regarding teaching and learning in the selected topic.
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Literature overview on the topic and open issues: Relevant education projects and
research results (e.g students’ ideas etc. relevant ICT based approaches)
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Rationale of the development of the training module within the context of project STEAM.
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Justification of the selection of the specific topic in relation to the broad directions of the
project (e.g. inquiry based learning, ICT-enhanced environments, enhancing the interest
of students).
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Possible connections between science teaching and every day life.
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Elucidating specific aspects of inquiry based science teaching and learning
2. Context
Information regarding the educational context
Provides an account of important aspects of the environment and a concise statement of intended
objectives/learning outcomes and/or intended actions by students during implementation of the
units
3. Designing a training module on the implementation of IBST/E
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Basic assumptions regarding learning
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Design approach adopted in the module development (or teaching learning sequences, or
…..),
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Theoretical perspective that informed/constrained the design of the module. Specification
and justification of the principles implemented in the design, e.g. the possible
consequences to the design of inquiry learning, of ICT tools etc.
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4. Development of the training module

Brief descriptions of the structure and its content.

Objectives of the units included in the module.

The procedures followed for its development.

The iterative refinements of the content of the module.
5. Implementation(s) of the training module
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Description of the implementation of the module, the teaching approaches and linking of
the module to the existing curriculum.
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Possible training of the teachers who applied the module.
6. Research questions
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Specific or broad research questions.
These can concentrate on the design approach and the iterative refinement or they can relate to
the alternative theoretical orientation.
6. Research methodology
The overall research design, including duration of the Case Study
Information should also be provided on:
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sampling (e.g. number of student groups, relevant entrance characteristics of the students,
etc.)
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data collection methods (observation, interview, tests, etc.) and instruments used.
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how data are collected (audio recording, video recording, transcription, etc.)
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how data are analysed
7. Results
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Description and justification of the results of the module implementation with emphasis
on the development of teacher learning and competencies
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Explicit attempt to respond to the research questions and to identify contributions to the
theoretical framework
8. Discussion and conclusions
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Discussion of results related to research questions
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Interpretation of the results and relation with the relevant literature
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Emerging issues
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Limitations and comments on the design approach of the case study
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9. Recommendations
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Research based on implications from the development of the module such as the role of
ICT and inquiry-based learning, model based learning, student motivation
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Perspectives for incorporating IBST/E in School Science Teaching.
C. P. Constantinou
L. Louca
WP6 Leaders
S-TEAM
20 April 2009
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