Case study overcomes the inconvenient of traditional methods through the following
characteristics:
- mediates the confrontation with real life situations. The case under debate is
cut from authentic life situations, practical experience of counsellor or
participants; - involves practical learning, critical thinking (by asking questions related to a
problematic issue), positive approach (solution-oriented), understanding the
limitations and obstacles in a certain situation; - maximally provokes the group by active involvement of all members in
debating on solution alternatives. A study at the University of Buffalo (1994)
shows that the attendance rate in traditional courses, containing presentations,
lectures, and a large amount of information was 50-60%, compared to more
active courses where used case studies, involved the group and developed
thinking abilities – and the attendance rate was 95%; - encourages learning through collaboration and cooperation. Participants first
learn from one another through debate, argumentation, support of their own
arguments, and reflection on the opinions and solutions of the others. Merry
(1954) considers the process inductive rather than deductive: “focus is on
learning through cooperation, and not on exposing of one’s own opinions
about the teacher”; - requires and develops teamwork, decision-making and problem solving, oral
communication, argumentation and debate skills; - develops the capacity to analyse, anticipate and appreciate the practical
validity of a solution ; - increases responsibility, self-confidence and trust. Erksine (1981) considers
that case study helps pupils develop “a set of communication, debate and
problem-solving skills, increasing their self-confidence and trust in their
classmates”.
The purpose of method is not to put ample information across, but enhance the practice of
certain abilities that can be transferred then to day-to-day life. If we relate to Bloom’s
taxonomy, case study focuses less on knowledge and more on: understanding,
application, analysis, synthesis, assessment.
By analysing and discussing various cases, participants learn how to approach a problem
when there is apparently no solution. They identify concrete situations and understand the
contextual factors contributing to their generation, are encouraged to develop their own
analysis and apply their knowledge to problem solving. In addition, case study prepares
the participants for problems of real life, crisis situations, offering them the possibility of
early developing an efficient set of reactions and abilities to solve them. This is why case
study is considered an excellent “rehearsal for life”.