The purpose of this study is to investigate the effects of the case-based reasoning instructional model on learning about climate change unit. Results suggest that students showed interest because it allowed them to find the solution to the problem and solve the problem for themselves by analogy from other cases such as crossword puzzles in an aspect of students‟ awareness of the designed model. This means students are motivated to study and the process of selecting and organizing educational content and teaching methods has to focus on students‟ active construction of knowledge. Therefore, the case-based reasoning instructional model can help researchers, teachers, and curriculum developers better understand students‟ process of learning and developing scientific knowledge about climate change.
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