Annual Conference on
Case Study Teaching in Science
SUNY Buffalo
October 8, 2005
The Case - Concept Connection
Kathy Gallucci
Elon University
Pedagogy in Higher Education
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Instructors in higher education lag behind K-12
teachers in the use of constructivist pedagogy.
Non-science major students are often dissatisfied
and want relevance in their science courses.
Pedagogy may be the most important variable for
student learning in higher education.
Pedagogy affects attitude toward science as well
as learning.
How can the case method of instruction
address the “crisis” in higher education?
• Constructivist
• Emphasizes relevance
• Alternate pedagogy to address
learning and attitude
Pilot Studies
April, 2003:
Fall, 2003:
Winter, 2004:
Spring, 2005:
Summer, 2005:
Carloye, one case study
Gallucci, class comparison with and without cases
Gallucci, class exclusively case studies
House, one case study
Gallucci, cases for all topics
What do students say about cases?
“I think the case studies are a great way to stimulate thinking within the class,
… [they] present ideas and help to give us a better understanding of the
subject.” (senior)
“The group work makes a huge difference and really breaks up the time well.
The discussions are interesting and stimulating – and not so specific that a
non-science person can’t participate. We connect class issues to the outside
world, and overall, this has been a great experience.” (senior)
“The case studies were a great way to bring issues up because they were easy
to understand, and gave a new light on the topic.” (sophomore)
Current Issues in Biology, Winter 2004, all case-study class
What did you like, or not like about this case study?
(“Something’s Fishy in Paxton Lake”)
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I did not really like it at all, I enjoy working in a group though.
It was interactive learning and it made us try to think and figure it out.
Not much except it was hands-on and not lecture.
How we worked in small groups to complete it.
It was more interactive, which made me want to participate and pay more
attention to what was going on.
I liked that it challenged me. It made me work and think.
I liked that there was a background story to enhance interest.
I like the opportunity to work in groups and interpret data as if we had actually
done the experiment.
Something different from lecturing, a nice break from the normal, new way to
learn.
The case study was confusing at times and had to be explained several times
to the class.
The data was confusing and hard to comprehend at first.
Took too long, too much emphasis on something which seemed not so
important.
Intro Majors course, one case, Spring 2003
Student comments about “Desireé’s Baby”
The case study was:
• interesting (10)
• relevant, relate to real life (8)
• enjoyable because it was
based on a story (7)
• a different way of learning, not
typical (4)
• enjoyable because of group
work (4)
• fun (2)
• a way to personalize the
concepts (1)
• beneficial (1)
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confusing (3)
boring (2)
hard (1)
a bit easy (1)
difficult because of the
questions (2)
• a bit rushed (1)
Student comments from open ended questions, March 2005.
Student suggestions…
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Make them controversial.
(Cases should) be more hands on.
Just have students work together more.
(Give) more complex readings for deeper understanding.
We should do more of them. They are beneficial.
I would add more studies for different topics.
I feel that case studies help me understand course material I like them.
• It is very interesting and makes learning fun.
• I would not change anything. I like working together in groups.
March 2005
Do students learn concepts with the case method?
To what extent did you make gains in the following?
Understanding main concepts:
somewhat
a lot
30.4%
52.2%
a great deal
8.7%
Understanding the relationships between concepts:
somewhat
34.8%
a lot
52.2%
a great deal
8.7%
Questions from Student Assessment of Learning Gains (SALG),
March 2005
Intro Biology, student comments:
“Learning about specific cases was a huge help because it puts the
information in an everyday life situation that is easier to comprehend
than reading it from a book.”
“…they weren’t nearly as dull or monotonous as constantly reading
text or sitting through lectures.”
“I loved the case study method in this course. Not only was it a break
in simply reading, but also it helped me learn how the information was
used practically.... The cases are one of my strongest memories of the
class because I had to think and use my knowledge to study them.”
“Lectures make a class boring so the case studies were nice hands on
activities. Also you could apply them to real life.”
End-of-course comments, summer 2005
“I would keep this up for future classes because as you know we
are non-majors and this class helped to get the basics…”
“Relating class issues with what affects us outside of school helps
a lot.”
“The case study method allows students to identify with the
material. I found it very successful and helpful in allowing me to
internalize larger biological concepts that may not have been
familiar.
“I felt that it did help me learn biological concepts because the
information was presented in so many different forms. I would
understand some of the info one way and the rest another way…”
End-of-course comments, summer 2005
“I would keep this up for future classes because as you know
we are non-majors and this class helped to get the basics…”
“Relating class issues with what affects us outside of school
helps a lot.”
“The case study method allows students to identify with the
material. I found it very successful and helpful in allowing me
to internalize larger biological concepts that may not have
been familiar.
“I felt that it did help me learn biological concepts because the
information was presented in so many different forms. I
would understand some of the info one way and the rest
another way…”
End-of-course comments, summer 2005
Conclusions from the Pilot Studies
• Students enjoy case studies because they are relevant,
interesting, and fun.
• Students prefer student-centered learning over teachercentered learning.
• Students are frustrated if the case is too difficult or not a
“good fit.”
• Students need coaching on how to construct knowledge
(learn concepts) from case studies.
• Cases vary in their effectiveness for student learning of
concepts.
Principles of Learning
• Alternate conceptions based on prior knowledge are
resistant to change.
• Competency requires knowledge organized in a
conceptual framework.
• Students can learn metacognition.
NRC, 2005. How students learn science in the classroom.
Conceptual Change
• Students come to the classroom with alternative conceptions that
are highly resistant to change.
• Biology education has unique challenges in confronting students’
alternative conceptions.
• Cases can be used to create dissonance, accommodation, and
promote conceptual change.
Student Attitude
• Positive attitudes can be fostered by studentcentered activities and student-perceived relevance.
• Attitude improves with deeper understanding and
less content.
• Addressing problems with student attitude may help
solve problems with disinterest in science and low
achievement.
Research Questions
1.
Does the case method of instruction address
students’ alternative conceptions and help to
promote conceptual change?
2.
Does the case method of instruction change
student attitude toward science and learning?
Project Design
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Pre and posttest open-ended questions on concepts,
scored with a rubric.
Pre and post inventory of attitude toward science (SAI II).
Teach concepts with cases.
Interview subset of students after each topic.
Student evaluations: SALG, open-ended questions.
First step: inventory course concepts.
conceptual framework
nature of
science
applies to
BIOLOGY
asks
asks
asks
"how"
questions
"why"
questions
"what"
questions
directed by
explained by
described by
genes
basis of
evolution
cause of
biodiversity
generates
generates
generates
threatens
addresses issues
related to
"so what"
questions
assess
human impacts on the
biosphere
includes
addresses issues
related to
bioethics
Bio 101 course design
Case Method and Concept Learning
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Students have a positive attitude toward case studies as
part of their coursework (results of 5 pilot studies at Elon
University).
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A positive attitude enhances learning.
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The Case Method can be used as a pedagogical strategy
for concept learning.
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However…pedagogical content knowledge (PCK) of the
instructor is required for selection of appropriate cases.
How can I teach course concepts
using case studies?
How do students learn concepts with case studies?
Nature of Science
Questions
Concept
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What is “science?”
“scientific method” – hypothesis
testing, reliance on evidence
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What is a hypothesis?
testability, falsifiabilit y of hypotheses
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When is a scientific statement considered to be true?
types of evidence
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How is evidence used to support a scientific statement?
junk science vs. valid science
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What errors can be made in formin g conclusions? (bias,
culture, subjectivity, etc.)
limitations of science
objectivity of science
Paradigm activity
(Covey)
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How can you recognize vali d science?
characteristics of science
Baloney Detection Kit
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How is science different from other ways of knowing?
(How is science different from other branches of learning?)
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How is science different from religion?
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What is life?
What is biology?
Is biological science differen t fro m physical science?
science is “A” way of knowing tha t is
useful in advancing quality of life
science and religion are based on
different viewpoints an d types of
knowledge
the concepts of emergence and
genetic program summarize the
uniqueness of life
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What are some dominant paradigms in biology today?
evolution and molecula r biology as
themes in biology
Activi ties
Cases
Dragon in m y Garage
(Sagan)
Mother Nature and the
Scientists
Smoking scenarios
(Biology in Actio n, Radford)
Breast implants, Times Beach
(Junk Science)
Mozart effect
(UB case study site)
Text reading
Prayer Study
(Gallucci)
List-making ,
Margulis definition
Mayr chapter
Moore’s Conclusion
Text r eading
(news articles)
Nature of Science Cases
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“Dragon in My Garage,” scenario from Carl Sagan’s, The DemonHaunted World, Science as a Candle in the Dark.” Promotes critical
thinking and emphasizes the testability and falsifiability of scientific
hypotheses.
The Dragon In My Garage
by Carl Sagan
"A fire -breathing d ragon li ves in my garage."
Suppose I seriously make such an asserti on to you. Surely you'd want to check it out, see for yourself.
There ha ve been innu merable stories of dragons over the centuries, but no real evidence. What an
opportunity!
"Show me," you say. I lead you to my ga rage. You look inside and see a ladder, empty paint cans, an
old tric ycle -- but no dragon.
"Where's the d ragon?" you ask.
"Oh, she's right here," I reply, wav ing va guely. "I negl ected to me ntion that she's an invisible dragon."
You propose spreading flour on the
floor of the gara ge to capture the dragon's footprints.
"Good idea," I say, "but this dragon floats
in the air."
Then you' ll use an inf rared sensor to detect the invisible fire.
"Good idea, but the invisib le fire is also heatless."
You'll spray -paint the dragon and make her visible.
"Good idea, but she's an incorp oreal dragon and the paint won't stick." And so on. I counter e very
physical test you propose with a sp ecial explana tion of why it won't work.
Now, what's the differe nce between an invisible, incorporeal, floating dragon who spits heatless fire
and no dragon at all? If t here's no way to disprove my contention, no conceiva ble experime nt that
would count ag ainst it, what does it m ean to say that my dragon exists?
Nature of Science Cases
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“Dragon in My Garage,” scenario from Carl Sagan’s, The DemonHaunted World, Science as a Candle in the Dark.” Promotes critical
thinking and emphasizes the testability and falsifiability of scientific
hypotheses.
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Smoking scenarios, from Radford University, Biology in Action
conference (1996). Leads a student from anecdote, descriptive
research, correlation, to controlled experiment.
Smoking Study Scenarios
ÒFred started smoking at the age of 13, by 30 he had emphys ema and by 40 he died of
lung can cer. This just shows why you shouldnÕt smoke cigar ettes.Ó
ÒWe dissected the lungs of 200 people who were heavy smokers when they died. 50%
had emphyse ma, 10% had inci pient or full-blown carcin omas, etc. Smoking can thus
create a lot of damage to tissue.Ó
Ò1000 people were surveyed on how much they smoked and then were X-rayed to detect
lung can cer. We found that lung cancers were more common in people who smoked
more.Ó
ÒTo test the effect of cigarette smoke on lung cancer, 3 groups of gene tic ally identical
rats, lived in ide ntical condi tions, and ate identi cal quantities of the same rat chow. The
control group (group 1) lived in a smoke free room, group 2 lived in a room with the
smoke from 5 ci garettes per day, and group 3 lived in a room with the smoke from 50
cigar ettes per day. After a year, only 1% of the rats in group 1 had cancer, but 3% of the
group 2 rats and 10% of the grou p 3 rats had lung cancers. This shows that ciga rette
smoke incr eases the rate of lung cancer.Ó
Nature of Science Cases
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“Dragon in My Garage,” scenario from Carl Sagan’s, The DemonHaunted World, Science as a Candle in the Dark.” Promotes critical
thinking and emphasizes the testability and falsifiability of scientific
hypotheses.
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Smoking scenarios, from Radford University, Biology in Action
conference (1996). Leads a student from anecdote, descriptive
research, correlation, to controlled experiment.
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Junk Science video clips (Breast Implants, Dioxin in Times Beach).
Shows how there is no correlation between breast implants and autoimmune disease and how the US reaction was much different than
Italy’s, with similar information.
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The Mozart Effect, UB Case Study site. Leads students through an
exercise to evaluate knowledge claims with skepticism.
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Prayer Study, UB Case Study site. Discusses the difference between
scientific and religious points of view.
Biodiversity
Class
9/15
9/20
Questions
What is meant by a “species”?
How many species are there on earth?
What is meant by the term
“biodiversity?”
--------------------------------------------How many species are there on earth?
---------------------------------------------What are the threats to biodiversity?
9/22
In what regions of the earth do we find
the greatest biodiversity?
What is unique about the tropics?
9/27
What areas should receive the greatest
biodiversity protection?
---------------------------------------------What are the causes and consequences
of extinction?
---------------------------------------------What is the importance of plants to the
diversity of life?
9/29
10/4
How are organisms classifi ed?
What are the major characteristics of
each major taxon?
--------------------------------------------Why is biodiversity important?
--------------------------------------------How do organisms obtain energy and
nutrients?
How do ecosystems function?
How are invasive species introduced?
What are the effects of invasives?
How can they be managed?
Concepts
We often overlook the diversity of
organisms we experience.
Biodiversity refers to genetic, species,
& ecosystem diversity
--------------------------------------------Scientists are not sure of the total
number of species on earth, insects
have the greatest known diversity
--------------------------------------------habitat destruction & fragmentation
(Oct. 4: invasive species)
Most of the biodiversity hotspots are
found in the tropics.
Plants have unique adaptations.
Tropical soils are infertile.
Cases/exam ples/ activit ies
Class questions: List 5 organisms.
How many species do you think there are?
case study (video): E. O. Wilson interview
-------------------------------------------------------case study (video): Erwin, tropical forest
insects
Readings
none
Wilson
Lovejoy
----------------------Wilson
-------------------------------------------------------case study (video): Myers, Rondonia fires
(also, lab video: Soule, coyote & chaparral)
----------------------Huber & Lemons,
Lovejoy, Wilson
( also, lab video)
case study ppt: ÒLife in a Hot Fudge SundaeÓ
none
Kareiva & Marvier
Christensen
----------------------Pimm & Jenkins
Youth (10/4)
----------------------Krogh (9/2 9)
coldspots vs. hotspots
---------------------------------------------natural rate vs human influence
tropical soils are infertile
--------------------------------------------plants are the basis of productivity
photosynthesis
diff erences between plants & animals
3 domains: Bacteria, Archaea,
Euka rya; 4 kingdoms in Eukar ya
(protists, fungi, plants, animals)
-------------------------------------------ecosystem services
-------------------------------------------cycling of nutrients, one-way flow of
energy, food chain & food pyrami d
case study: Cancer Cure or Conservation?
-----------------------------------------------------(activities from 9/20)
-----------------------------------------------------video: Biosphere II
-----------------------------------------------------case study ppt: ÒYou Are What You Ea tÓ
Krogh (20, 21, 22)
Classifi cation ppt
----------------------Abramowitz (10/4)
----------------------Krogh (31, 32)
Invasive species are the second
greatest threat to biodiversity.
case study ppt: ÒAliens Here & AbroadÓ
case study video: ÒCane ToadsÓ
Youth
Simberloff
------------------------------------------------------Class question:
How does a tiny seed become a massive tree?
Ppt: ÒHow to Be a PlantÓ (Cox)
(from reading assignments)
Biodiversity Cases
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E. O. Wilson interview
Terry Erwin and the counting of tropical rainforest insects
Norman Myers and the burning of the tropical rainforest in Rondonia
Michael Soulé and the coyote as keystone species in the chaparral
Life in a Hot Fudge Sundae
Cancer Cure or Conservation. UB Case Study site.
“How to be a plant” by Paul Cox
Biosphere II
“You are what you eat”
“Aliens here and abroad”
“Cane Toads, an unnatural history”
Evolution
questions
concepts
cases
1
How does the selective pressure on a polygenic trait
result in evolution?
polygenic inheritance & populatio n
variation
“Desiree’s Baby”
2
How is the phenotypic make -up of a population
affected by the environment over time?
natural selection, Darwin’s explanator y
model
selective pressure in human evolution
barn flies (NA S)
Sasha & antibiotic resistance
Fatu & malari a
3
What are some other agents of evolution?
genetic drift, mutation, gene flow
Iguanas news article
4
How do scientists find out about evolution since it
occurred in the past?
evidence used to support evolution
“Family Photos”
endosymbiosis
“Little Mito”
evolution of life
speciation
Gaia data
“Something Fishy i n Paxton Lake”
Evolution-Creationism Continuum
Grand Canyon article
Latest ID news
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6
7
What are some other ways in which life may have
evolved?
Why is life found on earth but not on neighboring
planets?
Are alternative explanations o f evolution
considered science?
creationism-evolution controversy
Evolution Cases
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Desiree’s Baby, UB Case Study Site
Barn flies, NAS, Evolution and the Nature of Science
“Fatu and Malaria,” Secret of Life, part 4 (video)
Sasha and drug-resistant tuberculosis, Evolution (WGBH)
“Iguanas make biological history,” news article
“Using Family Photos as Evidence” ABT presentation.
“Little Mito” UB Case Study site
Data on atmosphere of earth, Venus, and Mars, James Lovelock
“Something Fishy at Paxton Lake” UB Case Study site.
Evolution-Creationism Continuum, Genie Scott, NCSE
Grand Canyon sells creationist book (news article)
Latest ID news.
How can I align cases with my
course topics?
What cases will be a “good fit” for the concepts?
Sources of Case Ideas…
(Adapted from Herreid)
Where do I obtain cases for my courses?
• Ready-made cases: choose carefully, alter as necessary
– websites: University of Buffalo, University of Delaware
– publishers, text boxes, practitioner journals
• Video segments: change to an inductive perspective
• Media scenarios and anecdotes: tailor your questions
– movie clips
– cartoons
– news stories
– advertisements
• Debates
• “Casify” data, problems, or organisms
How do I know which cases will be
the most effective for my courses?
Pedagogical Content Knowledge, or PCK
“…that special amalgam of content and pedagogy that is
uniquely the province of teachers, their own special form
of professional understanding…”
(Shulman, 1987, p. 8).
PCK is “a transformation of general pedagogical content
knowledge and subject matter knowledge.”
(Gess-Newsome, 1999)
Choosing Cases
• Concept mapping to clarify concepts and their connections
• Personal collection of ideas
• Peer coaching
• Colleague exchange
• Action research
Case choices depend on many factors!
• knowledge of the discipline
• teaching experience
• experience at the particular institution
• experience with student population
• particulars: class size, class time, room set-up
• collaboration with colleagues
• trial & error
Acknowledgments
My colleagues Herb House & Lisa Carloye
My advisor, Glenda Carter, NC State University
Credits
Funnel graphic adapted from UB Case Study site.