Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/35768
Title: A case-based approach to education in Palestine
Other Titles: Challenge and change in the Euro-Mediterranean region : case studies in educational innovation
Authors: Hashweh, Maher
Njoum, Ismail
Keywords: Education -- West Bank
Education -- Gaza Strip
Education and state -- West Bank
Education and state -- Gaza Strip
Curriculum change -- West Bank
Curriculum change -- Gaza Strip
Issue Date: 2001
Publisher: Peter Lang Publishing Inc.
Citation: Hashweh, M., & Njoum, I. (2001). A case-based approach to education in Palestine. In R. G. Sultana (Ed.), Challenge and change in the Euro-Mediterranean region : case studies in educational innovation (pp. 359-388). New York: Peter Lang Publishing Inc.
Abstract: This chapter describes an innovation that aimed to develop a case-based, problem-solving and multidisciplinary approach to teaching, and to explore and research the potential of the innovation in addressing some of the educational problems that are to be found in Palestine. Almawrid Teacher Development Center launched the innovation in September 1998. Two groups of Grade 9 teachers, one of which focused on a case-based approach to the teaching of democracy while the other focused on a casebased approach to the teaching of science, met under the leadership of a university educator on a weekly basis during the first semester of the school year to develop a shared understanding of the rationale and objectives of the innovation. Consequently, they collaborated in designing one case each for the teaching of democracy and science. The democracy group designed a case about the punishment of students in schools, and used it as an anchor for collaborative learning about citizenship, the rule of law, the separation of powers, the legislative process, accountability, and basic rights. The science group designed a case about bread, and used it as an anchor for inquiry and learning about the science and technology behind bread-making, about wheat, flour, food additives, and the nutritional value of bread, as well as about the relationship between bread and culture. The cases were designed to provide common grounds for students to explore and collaborate, to establish a community of learners, to allow students to notice changes in their knowledge and beliefs, and to connect the knowledge of science, technology, history, democracy, social science and other disciplines. During the second semester, each of the teachers taught the curriculum unit that had been planned, and started designing a new case-based unit. Concurrently, they continued to meet on a weekly basis to exchange experiences about teaching the cases during the preceding week and to jointly plan for the following week. This chapter starts by providing a background to the innovation, outlining its rationale and objectives. A description of the two units and of how they evolved, together with an account of the process of teacher development to date, follow this. The chapter concludes with a discussion of the results, and a consideration of the possible impact and implication of the innovation.
URI: https://www.um.edu.mt/library/oar//handle/123456789/35768
ISBN: 0820452483
Appears in Collections:Challenge and change in the Euro-Mediterranean region : case studies in educational innovation

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