Using Case Studies As the
Organizing Principle in Large
Lecture
Introductory Biology & AP I
Linda L. Tichenor
Kristine Garner
University of Arkansas—Fort Smith
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
AVERTING DISASTER IN THE
BIOSPHERE 2
A CASE STUDY
For Teaching Photosynthesis and
Respiration
So Instead of This. . . . .
Start with This. .. . Julia’s Arrival
The Biosphere 2
Show the Various Biomes
Present Problem in Biosphere 2
Do any of you recall the
problems encountered by the
Original Biospherians?
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/case
s/ubcase.htm>
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”
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%)
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
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
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
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
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
BSP Scholars Project—Redo this. . . .
ANATOMY AND PHYSIOLOGY I FALL 2008
COURSE TOPIC OUTLINE
DATE
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
Unit 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 Data
Comparison of Pre- and PostScores
Scores were analyzed using matched pairs TTest 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.
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:
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
References
 Pathways to Scientific Teaching, Ed. Diane EbertMay 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/ubca
se.htm
Thanks to:
 Dean of STEM, Dr. Mark Arant
 Biology Scholars Program—American
Microbiology Society (funded by NSF)