Using Case Studies As the Using Case Studies As the Organizing Principle in Large Organizing Principle in Large

Lecture Lecture Introductory Biology & AP IIntroductory Biology & AP I

Linda L. TichenorLinda L. Tichenor

Kristine GarnerKristine Garner

University of Arkansas—Fort SmithUniversity of Arkansas—Fort Smith

Traditional Learning Units Traditional Learning Units In Introductory BiologyIn Introductory Biology

• Process of ScienceProcess of Science• Biomolecules, CellsBiomolecules, Cells• Energy Conversion—Photosynthesis and Energy Conversion—Photosynthesis and

RespirationRespiration• Metabolism—More chemistryMetabolism—More chemistry• Cell Cycle, Mitosis, DNA ScienceCell Cycle, Mitosis, DNA Science• Meiosis, GeneticsMeiosis, Genetics• EvolutionEvolution• Ecology and the EnvironmentEcology and the Environment

AVERTING DISASTER IN AVERTING DISASTER IN THE BIOSPHERE 2THE BIOSPHERE 2

A CASE STUDYA CASE STUDY

For Teaching Photosynthesis and For Teaching Photosynthesis and RespirationRespiration

So Instead of This. . . . .So Instead of This. . . . .

Start with This. .. . Julia’s ArrivalStart with This. .. . Julia’s Arrival

The Biosphere 2The Biosphere 2

Show the Various BiomesShow the Various Biomes

Present Problem in Biosphere 2Present Problem in Biosphere 2

Do any of you recall the Do any of you recall the problems encountered by the problems encountered by the

Original Biospherians?Original Biospherians?

Case Study AvailableCase Study Available

Science Stories: Using Case Studies To Teach Science Stories: Using Case Studies To Teach Critical ThinkingCritical Thinking, Ed. Herreid, Clyde F., Nancy , Ed. Herreid, Clyde F., Nancy Schiller and Ky F. Herreid. NSTA Press, Schiller and Ky F. Herreid. NSTA Press, Arlington, VA. 2012.Arlington, VA. 2012.

The National Center for Case Study Teaching in The National Center for Case Study Teaching in ScienceScience

<http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm>

What Does the Data Tell Us?What Does the Data Tell Us?

100% agreement among students that the 100% agreement among students that the Case Study Method caused learning to occur (n Case Study Method caused learning to occur (n = 71)= 71)

Completion rate for the course increased (90% Completion rate for the course increased (90% of the students finished course as opposed to of the students finished course as opposed to 50-60%)50-60%)

Grades were distributed as 26 “A’s”, 28 “B’s”, Grades were distributed as 26 “A’s”, 28 “B’s”, 14 “C’s”, 3 “D’s” and no “F’s”14 “C’s”, 3 “D’s” and no “F’s”

Analysis of Qualitative Data From Analysis of Qualitative Data From Open-Ended SurveyOpen-Ended Survey

Q 1: Did you learn using the Case Study Method?Q 1: Did you learn using the Case Study Method? A 1: 100% AgreementA 1: 100% Agreement

Q 2: What did you learn about Q 2: What did you learn about your own learning your own learning processprocess? (metacognition)? (metacognition)

A 2: Learned how to conduct research and work A 2: Learned how to conduct research and work independently (39%); learning can be interesting independently (39%); learning can be interesting (24%); preferred doing research than reading a (24%); preferred doing research than reading a textbook (13%)textbook (13%)

Responses (contd.)Responses (contd.)

Q 3: What did you learn Q 3: What did you learn about yourselfabout yourself?? A 3: Actually enjoyed research (58%)A 3: Actually enjoyed research (58%)

Learned how to write more effectivelyLearned how to write more effectively Liked science more than they thoughtLiked science more than they thought Will use case studies in their teaching careersWill use case studies in their teaching careers

Responses (contd.)Responses (contd.)

Q 4: What was the Q 4: What was the major weaknessesmajor weaknesses of of the method?the method?

A 4: Misunderstanding instructions on how A 4: Misunderstanding instructions on how to write up casesto write up cases– transition from traditionally taught courses to transition from traditionally taught courses to

this formatthis format– problems with group workproblems with group work– needed to be told more details in contentneeded to be told more details in content

Responses (contd.)Responses (contd.)

Q 5: What was the Q 5: What was the major strengths major strengths of the of the method?method?

A 5: Learning how to do research on an A 5: Learning how to do research on an unknown topic (44%)unknown topic (44%)– not tied to a textbooknot tied to a textbook– liked independent learning liked independent learning – could remember the content better could remember the content better – did not have to do multiple-choice examsdid not have to do multiple-choice exams

Responses (contd.)Responses (contd.)

Q 6: Compare this teaching method with Q 6: Compare this teaching method with past science or biology courses.past science or biology courses.

A 6: Case Study Method was better (52%)A 6: Case Study Method was better (52%) Did not have to memorize facts, but had to Did not have to memorize facts, but had to

understand in order to writeunderstand in order to write Did not have to take multiple-choice examsDid not have to take multiple-choice exams Could retain more about the contentCould retain more about the content Learned how to apply biology to real-life situationsLearned how to apply biology to real-life situations

Responses (contd.)Responses (contd.)

Q 7: Improvements to the course?Q 7: Improvements to the course?

Nothing at all (55%)Nothing at all (55%)

More detailed instructions at the beginning More detailed instructions at the beginning of the course (16%)of the course (16%)

Wanted more time for each caseWanted more time for each case

BSP Scholars Project—Redo this. . . . ANATOMY AND PHYSIOLOGY I FALL 2008

COURSE TOPIC OUTLINEDATE TOPIC

 

Aug. 25 Form and Function/Homeostasis Chapt. 1

Aug. 29 Chemistry of Life Chapt. 2

Sept. 5 Chemistry of Life

Sept. 8 Cell Form & Function Chapt. 3

Sept. 12 Cell Membranes (contd.)

Sept. 15 EXAM #1

Example of First Learning Example of First Learning Unit in AP I---Pilot Project--BSPUnit in AP I---Pilot Project--BSP

LIST OF CASES AND TOPICS COVERED

1.Academic Integrity and Responsible Conduct in Pathways book

2.The 2000 Meter Row- Homeostasis

3.Honey, I shrunk my Testicles—Negative feedback/homeostasis

4.Little Mito—Cells, organelles, cell structure

5. The Secret of Popcorn Popping—chemistry

6. Osmosis is Serious Business—chemistry, osmosis, solutions

7. Super Case—Agony and Ecstasy—Advanced Case on Cell Membranes, what substances can get through and which cannot, more osmosis and cell osmolality.

Quantitative DataQuantitative DataComparison of Pre- and Post-Comparison of Pre- and Post-

ScoresScores

Scores were analyzed using matched pairs T-Scores were analyzed using matched pairs T-Test which confirmed a significant difference Test which confirmed a significant difference in the scores to indicate the use of case in the scores to indicate the use of case studies, at least in the first unit, improved studies, at least in the first unit, improved learning outcomes of CONTENT.learning outcomes of CONTENT.

Analysis of Qualitative Data From Analysis of Qualitative Data From Open-Ended SurveyOpen-Ended Survey

Q 1: Did you learn using the Case Study Q 1: Did you learn using the Case Study Method?Method?

A 1: 45 Yes; 2 No (n = 47)A 1: 45 Yes; 2 No (n = 47)

Not fully analyzed but responses sound much Not fully analyzed but responses sound much the same as reported by same survey given in the same as reported by same survey given in the Intro to Biology course. Comments such as the Intro to Biology course. Comments such as the following appear many times in the open-the following appear many times in the open-ended survey:ended survey:

CommentsComments

Deeper thinking into content and thinking Deeper thinking into content and thinking “outside the box”“outside the box”

The real-life scenarios related to future The real-life scenarios related to future training in medical fieldstraining in medical fields

Understanding and not just memorizationUnderstanding and not just memorization Liked learning style, writing and doing Liked learning style, writing and doing

research better than listening to a lectureresearch better than listening to a lecture Learned to do independent researchLearned to do independent research

ReferencesReferences Pathways to Scientific TeachingPathways to Scientific Teaching, Ed. Diane Ebert-May and , Ed. Diane Ebert-May and

Janet Hodder. Sinauer Associates, Sunderland, MA. 2008.Janet Hodder. Sinauer Associates, Sunderland, MA. 2008.

Science Stories: Using Case Studies To Teach Critical Science Stories: Using Case Studies To Teach Critical ThinkingThinking, Ed. Herreid, Clyde F., Nancy Schiller and Ky F. , Ed. Herreid, Clyde F., Nancy Schiller and Ky F. Herreid. NSTA Press, Arlington, VA. 2012.Herreid. NSTA Press, Arlington, VA. 2012.

The National Center for Case Study Teaching In Science.The National Center for Case Study Teaching In Science.

<http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm

Thanks to:Thanks to:

Dean of STEM, Dr. Mark ArantDean of STEM, Dr. Mark Arant

Biology Scholars Program—American Biology Scholars Program—American Microbiology Society (funded by NSF)Microbiology Society (funded by NSF)