**Abstract**

Case-based learning has become a teaching method that is commonly used by science teachers. The objective of the study is to explore how teachers implement case study as the teaching method that promotes critical thinking in science learning. The study was informed by Vygotsky's social constructivism and Shulman's pedagogical content knowledge. Both theories constructively align with the study since they emphasise that knowledge is produced through active engagement and the subject matter needs to be driven by using the relevant pedagogy. A mixed-method approach was employed in the study. Thirty out of sixty-seven schools were purposefully sampled to respond to the questionnaire and 10 out of 30 (one teacher from each of the schools) volunteered to participate in the semi-structured interviews. Data were analysed using both qualitative and quantitative approaches. Themes were used to analyse qualitative data, and descriptive statistics were used to analyse quantitative data. The findings revealed that most teachers use a case-based learning approach. However, some teachers indicated that the method consumes relatively more time and requires specific skills on the part of the teacher. Therefore, the study recommends that teachers need to collaborate with other science teachers as well as their science cluster leaders for information sharing.

**Keywords:** case-based learning, case study, teaching method, science learning, natural science

### **1. Introduction**

Case-based learning (CBL) is one of the teaching methods that assists teachers when implementing the curriculum in class. Hence, teachers need to be aware of the approaches to be used in learning and teaching. Case-based learning is an approach that encourages students to apply deep learning so that they can solve the scenarios given in science lessons. Literature defines a case study as an approach that permits active interaction to solve real-life challenges [1, 2]. Case-based learning is also called case study instructional strategy, and it is a method that encourages interactive learning in the classroom. Literature acknowledges that case study encourages students to learn more and apply the learned content knowledge in different situations, and critical thinking becomes significantly enhanced [3, 4]. Moreover, literature notes that teachers should design authentic learning activities that will assist aspiring prospective educators to be ready to use their knowledge and abilities in the 21stcentury classrooms [5]. The present researchers believe that once students acquire the skills of solving problems, they can also apply them in the field of work and in their communities.

When implementing a curriculum, it is wise to select the relevant approaches that will allow students to use their critical thinking. As experienced teachers, we believe that the curriculum needs to be responsive to the needs of the students and society. Winn et al. [6], avers the use of cognitive learning techniques to enhance students' ability to have a deeper understanding of the content and be able to transfer it to different context. Thus, Lovat [7] highlights the viewpoint that curriculum is concerned with knowledge, how we know and how we can prove that we know. Therefore, it is significant to engage the students and give tasks that require them to demonstrate their understanding. For example, when training student teachers, the content knowledge learned should be demonstrated during the school-based experience (SBE). SBE is work-integrated learning (WIL). Du Plessis [8] defines WIL as an approach that advocates the formal integration of structured real-life experiences. Keller [1] and Sunbul [2] share the same understanding that case study permits active interaction thus facilitating the search for solutions to problems encountered in reallife situations.
