Using science case studies to teach cell biology
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Using Science Case Studies to Teach Cell Biology. Deborah Allen Department of Biological Sciences, University of Delaware [email protected] Katayoun Chamany Science Technology & Society Program, Eugene Lang College [email protected] ASCB December 8, 2004. What is a science case study?.

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Using science case studies to teach cell biology

Using Science Case Studies to Teach Cell Biology

Deborah Allen

Department of Biological Sciences, University of Delaware

[email protected]

Katayoun Chamany

Science Technology & Society Program, Eugene Lang College

[email protected]

ASCB December 8, 2004


What is a science case study

What is a science case study?

  • A story or scenario that provides context

    • Economic

    • Ethical

    • Social

    • Political

  • A controversy or problematic issue which requires a basic understanding of scientific principles

    Herreid, C. F. What is a Case? Journal of College Science Teaching, 27: 92-94, 1997.


What is problem based learning

What is Problem Based Learning?

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”

Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.


What are the common features of pbl

What Are the Common Features of PBL?

  • Learning is initiated by the “problem.”

  • The cases or “problems” are based on complex, real-world situations.

  • All information needed to solve problem is not initially given.

  • Students identify, find, and use appropriate resources.

  • Students work in permanent groups.


Using science case studies to teach cell biology

The “Classic” PBL Cycle

Resolution of Problem;

(How did we do?)

Presentation of Problem

Next stage of

the problem

Organize ideas and

prior knowledge

(What do we know?)

Integrate new

Information;

Refine questions

Pose questions (What do

we need to know?)

Reconvene, report

on research;

Research questions;

summarize;

analyze findings

Assign responsibility

for questions; discuss

resources


Pbl case study methods what s the difference

PBL & Case Study Methods:What’s the Difference?*

  • Case Study

  • instructor-centered

  • whole class

  • cases as extension,

  • application of

  • concepts

PBL

  • student-centered

  • small group

  • problems before concepts

*Please note that these are comparisons of the “classic” models


Using innovative teaching

Using Innovative Teaching

  • mini case vs. maxi case

  • in-class vs. outside-of-class work

  • complete vs. interrupted

  • final exam or project

  • lab based


Where to find cases and problems

Where to find cases and problems?

  • use real world cases

    • newspapers, news programs, science journals

  • search law, cultural and ethical databases

    • Chicano, Black Studies, Sexual Diversity Studies

  • search in interdisciplinary databases

    • environmental sciences, public health

http://www.udel.edu/pbl

https://chico.nss.udel.edu/Pbl


Using science case studies to teach cell biology

How to Start a CaseComprehensive PBL/Case Modules(Poster Board B263 CBLhttp://www.garlandscience.com/textbooks/cbl)

Stem Cell Research Module

Use a short video clip:

  • ESCs and differentiation video (Sumanas)

  • Gastrulation video (Miracle of Life)

  • Prop 71 video (California)

  • Doug Melton video (Harvard)

Use a short question to assess misconceptions:

Which of these has NOT been used for therapeutic purposes?

a. Adult neuronal stem cells

b. Embryonic stem cells

c. Bone marrow cells

d. Chord stem cells


Using science case studies to teach cell biology

Cell Biology for LifeComprehensive PBL/Case Modules(Poster Board B263http://www.garlandscience.com/cbl)

Stem Cell Research Module

Questions for Instructor to Consider

1. Where would you place this in your course?

2. What cell biology content would you cover?

3. Which social aspects would you include?

4. How would you assess student understanding?


Using science case studies to teach cell biology

Cell Biology for LifeComprehensive PBL/Case Modules(Poster Board B263http://www.garlandscience.com/cbl)

Stem Cell Research Module

Content

  • cell theory, cell structure, cell differentiation and plasticity, apoptosis

    Ethics and Politics

  • public stem cell banks, international/national/state legislation, clinical trials


Stages of learning

Stages of Learning


Pilot studies advanced biology majors sfsu dr domingo n 83

Pilot StudiesAdvanced biology majors SFSU, Dr. Domingo n=83

Scientific content:

  • 51% gained new knowledge about adult stem cell plasticity

    Social Issues:

  • 63% learned about access/ethics issues

    Attitude:

  • > 50% enjoyed working in groups

  • > 30% learned that communication skills are important


Pilot studies non majors elc n 15

Pilot StudiesNon-majors, ELC n=15

Scientific content:

  • Median pre-test score=1.75, median post-test score=15

    Social Issues:

  • 87% learned about access/ethics issues

    Attitude:

  • 92% would take another course taught like this

  • 84 % thought science taught in an “understandable” way


Using science case studies to teach cell biology

Student Attitudes

Introductory Biology for Science Majors

The following aspects of this course were beneficial to my

learning of biology: 1 - strongly agree -----> 5 - strongly disagree

Working in groups1.3 ± 0.03

Application of concepts to 1.4 ± 0.04

problems

Lectures 2.7 ± 0.07

1 - strongly agree ---> 5 - strongly disagree

If given the choice, I would take 1.5 + 0.07

another class designed like this one


Compelling features of case study approaches for new adopters

Compelling Features of Case Study Approaches for New Adopters

  • model themselves on how students learn.

  • with information overload, prepare students to be life-long learners.

  • more realistic curriculum prepares students for world outside the classroom.

  • foster development of more up-to-date materials, content.

  • generate enthusiasm among faculty.


Acknowledgements

Acknowledgements

  • This presentation is supported by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York, through grant funding from the National Science Foundation (NSF Award #0341279) http://ublib.buffalo.edu/libraries/projects/cases

  • Dr. Carmen Domingo Department of Biology, SFSU

  • Many students at ELC, SFSU and U of Delaware


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