Using Case Studies As the Organizing Principle in Large Lecture Introductory Biology & AP I

1. Using Case Studies As the Organizing Principle in Large Lecture Introductory Biology & AP I Linda L. Tichenor Kristine Garner University of Arkansas—Fort Smith

5. Traditional Learning Units In Introductory Biology • Process of Science • Biomolecules, Cells • Energy Conversion—Photosynthesis and Respiration • Metabolism—More chemistry • Cell Cycle, Mitosis, DNA Science • Meiosis, Genetics • Evolution • Ecology and the Environment

6. AVERTING DISASTER IN THE BIOSPHERE 2 A CASE STUDY For Teaching Photosynthesis and Respiration

7. So Instead of This. . . . .

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

9. The Biosphere 2

10. Show the Various Biomes

11. Present Problem in Biosphere 2Do any of you recall the problems encountered by the Original Biospherians?

12. Case Study Available Science Stories: Using Case Studies To Teach Critical Thinking, Ed. Herreid, Clyde F., Nancy Schiller and Ky F. Herreid. NSTA Press, Arlington, VA. 2012. The National Center for Case Study Teaching in Science <http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm>

13. What Does the Data Tell Us? • 100% agreement among students that the Case Study Method caused learning to occur (n = 71) • Completion rate for the course increased (90% of the students finished course as opposed to 50-60%) • Grades were distributed as 26 “A’s”, 28 “B’s”, 14 “C’s”, 3 “D’s” and no “F’s”

14. Analysis of Qualitative Data From Open-Ended Survey • Q 1: Did you learn using the Case Study Method? • A 1: 100% Agreement • Q 2: What did you learn about your own learning process? (metacognition) • A 2: Learned how to conduct research and work independently (39%); learning can be interesting (24%); preferred doing research than reading a textbook (13%)

15. Responses (contd.) • Q 3: What did you learn about yourself? • A 3: Actually enjoyed research (58%) • Learned how to write more effectively • Liked science more than they thought • Will use case studies in their teaching careers

16. Responses (contd.) • Q 4: What was the major weaknesses of the method? • A 4: Misunderstanding instructions on how to write up cases • transition from traditionally taught courses to this format • problems with group work • needed to be told more details in content

17. Responses (contd.) • Q 5: What was the major strengths of the method? • A 5: Learning how to do research on an unknown topic (44%) • not tied to a textbook • liked independent learning • could remember the content better • did not have to do multiple-choice exams

18. Responses (contd.) • Q 6: Compare this teaching method with past science or biology courses. • A 6: Case Study Method was better (52%) • Did not have to memorize facts, but had to understand in order to write • Did not have to take multiple-choice exams • Could retain more about the content • Learned how to apply biology to real-life situations

19. Responses (contd.) • Q 7: Improvements to the course? Nothing at all (55%) More detailed instructions at the beginning of the course (16%) Wanted more time for each case

20. BSP Scholars Project—Redo this. . . . ANATOMY AND PHYSIOLOGY I FALL 2008COURSE TOPIC OUTLINE

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

22. LIST OF CASES AND TOPICS COVERED • Academic Integrity and Responsible Conduct in Pathways book • The 2000 Meter Row- Homeostasis • Honey, I shrunk my Testicles—Negative feedback/homeostasis • Little Mito—Cells, organelles, cell structure

23. The Secret of Popcorn Popping—chemistry • Osmosis is Serious Business—chemistry, osmosis, solutions • Super Case—Agony and Ecstasy—Advanced Case on Cell Membranes, what substances can get through and which cannot, more osmosis and cell osmolality.

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

26. Analysis of Qualitative Data From Open-Ended Survey • Q 1: Did you learn using the Case Study Method? • A 1: 45 Yes; 2 No (n = 47) • Not fully analyzed but responses sound much the same as reported by same survey given in the Intro to Biology course. Comments such as the following appear many times in the open-ended survey:

27. Comments • Deeper thinking into content and thinking “outside the box” • The real-life scenarios related to future training in medical fields • Understanding and not just memorization • Liked learning style, writing and doing research better than listening to a lecture • Learned to do independent research

28. References • Pathways to Scientific Teaching, Ed. Diane Ebert-May and Janet Hodder. Sinauer Associates, Sunderland, MA. 2008. • Science Stories: Using Case Studies To Teach Critical Thinking, Ed. Herreid, Clyde F., Nancy Schiller and Ky F. Herreid. NSTA Press, Arlington, VA. 2012. • The National Center for Case Study Teaching In Science. <http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm

29. Thanks to: • Dean of STEM, Dr. Mark Arant • Biology Scholars Program—American Microbiology Society (funded by NSF)