The editors favor the "interrupted case method" to teach case studies as science stories. This involves hypothesis building with limited information and self-correcting when faced with additional evidence.
Elaboration: "The method begins when the teacher gives students (ideally working in groups) a problem faced by real researchers. The teacher asks the students to come up with a tentative approach to solving the problem. After students work for about 15 minutes, the professor asks them to report their thoughts. Then the teacher provides some additional information about the problem saying that the real scientists who struggled with the problem decided to do it in a certain way. The professor tells of additional difficulties and asks students to brainstorm solutions. Again, they report after discussions." p. 23
Good case study teaching would encourage teamwork and accountability.
