The authors, Margaret Waterman and Ethel Stanley, provide teachers with a structure to help students move through the literature in an organized manner. I am sure that other textbooks will have chapters with similar information so that these case studies can be used regardless of which text you use in your AP Biology class. This resource is a part of the BioQuest Curriculum Consortium.
Published by the American Society for Microbiology. This article has been cited by other articles in PMC. Associated Data Appendix 1: Example assessment questions used to assess the effectiveness of case studies at promoting learning Appendix 2: However, the current body of research provides limited evidence that the use of published case studies effectively Case study buffalo biology the fulfillment of specific learning objectives integral to many biology courses.
This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life.
This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance.
The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication.
This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life.
Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses. Similarly, case studies facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world societal issues and applications 39.
This has been reported to increase student motivation to participate in class activities, which promotes learning and increases performance on assessments 71619 For these reasons, case-based teaching has been widely used in business and medical education for many years 41112 Although case studies were considered a novel method of science education just 20 years ago, the case study teaching method has gained popularity in recent years among an array of scientific disciplines such as biology, chemistry, nursing, and psychology 5 — 79111315 — 172122 Although there is now a substantive and growing body of literature describing how to develop and use case studies in science teaching, current research on the effectiveness of case study teaching at meeting specific learning objectives is of limited scope and depth.
Studies have shown that working in groups during completion of case studies significantly improves student perceptions of learning and may increase performance on assessment questions, and that the use of clickers can increase student engagement in case study activities, particularly among non-science majors, women, and freshmen 721 In a high school chemistry course, it was demonstrated that the case study teaching method produces significant increases in self-reported control of learning, task value, and self-efficacy for learning and performance This effect on student motivation is important because enhanced motivation for learning activities has been shown to promote student engagement and academic performance 19 Additionally, faculty from a number of institutions have reported that using case studies promotes critical thinking, learning, and participation among students, especially in terms of the ability to view an issue from multiple perspectives and to grasp the practical application of core course concepts Despite what is known about the effectiveness of case studies in science education, questions remain about the functionality of the case study teaching method at promoting specific learning objectives that are important to many undergraduate biology courses.
A recent survey of teachers who use case studies found that the topics most often covered in general biology courses included genetics and heredity, cell structure, cells and energy, chemistry of life, and cell cycle and cancer, suggesting that these topics should be of particular interest in studies that examine the effectiveness of the case study teaching method 8.
However, the existing body of literature lacks direct evidence that the case study method is an effective tool for teaching about this collection of important topics in biology courses.
Further, the extent to which case study teaching promotes development of science communication skills and the ability to understand the connections between biological concepts and everyday life has not been examined, yet these are core learning objectives shared by a variety of science courses.
Although many instructors have produced case studies for use in their own classrooms, the production of novel case studies is time-consuming and requires skills that not all instructors have perfected.
It is therefore important to determine whether case studies published by instructors who are unaffiliated with a particular course can be used effectively and obviate the need for each instructor to develop new case studies for their own courses.
The results reported herein indicate that teaching with case studies results in significantly higher performance on examination questions about chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication than that achieved by class discussions and textbook reading for topics of similar complexity.
Case studies also increased overall student perceptions of learning gains and perceptions of learning gains specifically related to written and oral communication skills and the ability to grasp connections between scientific topics and their real-world applications.
The effectiveness of the case study teaching method at increasing academic performance was not correlated to whether the case study used was authored by the instructor of the course or by an unaffiliated instructor.
These findings support increased use of published case studies in the teaching of a variety of biological concepts and learning objectives.
Kingsborough Community College has a diverse population of approximately 19, undergraduate students. The student population included in this study was enrolled in the first semester of a two-semester sequence of general introductory biology for biology majors during the spring, winter, or summer semester of A total of 63 students completed the course during this time period; 56 students consented to the inclusion of their data in the study.
To normalize participant groups, the same student population pooled from three classes taught by the same instructor was used to assess both experimental and control teaching methods. Course material The four biological concepts assessed during this study chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication were selected as topics for studying the effectiveness of case study teaching because they were the key concepts addressed by this particular course that were most likely to be taught in a number of other courses, including biology courses for both majors and nonmajors at outside institutions.
At the start of this study, relevant existing case studies were freely available from the National Center for Case Study Teaching in Science NCCSTS to address mitosis and meiosis and DNA structure and replication, but published case studies that appropriately addressed chemical bonds and osmosis and diffusion were not available.
Therefore, original case studies that addressed the latter two topics were produced as part of this study, and case studies produced by unaffiliated instructors and published by the NCCSTS were used to address the former two topics.
By the conclusion of this study, all four case studies had been peer-reviewed and accepted for publication by the NCCSTS http: Four of the remaining core topics covered in this course macromolecules, photosynthesis, genetic inheritance, and translation were selected as control lessons to provide control assessment data.
To minimize extraneous variation, control topics and assessments were carefully matched in complexity, format, and number with case studies, and an equal amount of class time was allocated for each case study and the corresponding control lesson.
Instruction related to control lessons was delivered using minimal slide-based lectures, with emphasis on textbook reading assignments accompanied by worksheets completed by students in and out of the classroom, and small and large group discussion of key points.If you use HHMI Biointeractive resources and case studies found at the National Center for Case Study Teaching in Science, then you’ll appreciate this announcement..
The National Center for Case Study Teaching in Science is collaborating with HHMI BioInteractive to pair case studies in our collection with their wonderful resources. Case Study Conference Registration is now open for our Fall Case Study Teaching in Science Conference, September , , in Buffalo, NY, sponsored by the National Center for Case Study Teaching in Science at the Buffalo Marriott Niagara hotel.
This case study is especially suited for high school and introductory undergraduate biology classes. Objectives: Generate two phylogenetic trees, one based on antibiotic resistance (phenotype), and the other based on DNA sequences from patient infections.
Why study Biological Sciences? College of Arts and Sciences; University at Buffalo; Buffalo-Niagara Region; C. elegans sensory biology: G protein-coupled signal transduction and regulation. See More. Call Email Profile.
Cooke Hall University at Buffalo, North Campus Buffalo, NY . Ranked as one of the top 50 biology departments in the US by the National Science Foundation and the National Research Council.
Over 40% of our faculty have received awards for excellence in undergraduate instruction, including the SUNY Chancellors Award, the student-nominated Milton Plesur Award, and the Meyerson Award for teaching and mentoring. Dylan P. Macuk Undergraduate Student Department of Biology Bradley University: A Devil of a Disease.
Since its first recorded appearance in , Tasmanian Devil Facial Tumor Disease (DFTD) has wiped out an estimated 70 percent of the Tasmanian devil population.