ABSTRACT
Assessing cases of child welfare requires the ability to engage with different sources of information systematically. This study examined how case-based learning (CBL) can be used to support social work students (N = 104) acquire knowledge crucial to assessing cases of child welfare and whether benefits of CBL could be maximized by structuring the learning process. We conducted a 2*2 quasi experiment and randomly assigned the students to one of the conditions: computer support scripts (adaptable vs. strict scripts), metacognitive reflection prompts (generic vs. specific), or a control group. Students in the guided CBL environment acquired better conceptual knowledge scores compared to counterparts in the unguided CBL environment but not strategic knowledge and reasoning. In the posttest, generic prompts and adaptable scripts were found to be single-handedly effective in fostering conceptual knowledge but not when combined. Future research can examine possibilities of scaffolding activities of assessment to achieve congruent use of conceptual, strategic knowledge and reasoning.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
Notes on contributors
Mary Opio-Göres
Mary Opio-Göres is a research associate and PhD candidate in the International Doctoral School REASON, Department of Psychology, Ludwig-Maximilians-Universität München, Germany.
Ingo Kollar
Ingo Kollar is a full professor for Educational Psychology at the University of Augsburg, Germany.
Birgit Dorner
Birgit Dorner is a full professor for Art Education at Katholische Stiftungshochschule München, University of Applied Sciences, Germany.