Case-based learning for fostering scientific literacy: A systematic review

Abstract

This study aims to analyze the application of Case-Based Learning in fostering scientific literacy. This study uses the PRISMA method. A comprehensive search of peer-reviewed journals which are available through the Scopus, ERIC, and Google Scholar databases was conducted. The search terms used were: "Science Education, Scientific Literacy and Case-Based Learning". 4791 articles were found, and 45 articles were selected for review. The results showed that a) the syntax of Case-Based Learning applied in science learning consists of Inquiry-Based Learning, Problem-Based Learning, and Project-Based Learning; b) the application of Case-Based Learning in fostering effective and appropriate scientific literacy in elementary school students is Inquiry-Based Learning, in junior high and high school students is Problem-Based Learning, while in college students is Project-Based Learning; c) the instruments used to measure scientific literacy in Case-Based Learning are dominated by multiple-choice test instruments and survey questionnaires compared to essay test instruments. Thus, it can be concluded that the implementation of Case Based Learning is more dominantly prioritized in higher education in fostering scientific literacy.