Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes t...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Kevin M. Bonney
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2015
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/6f9a7a1862234ce8bfa0df9d2799c08e
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:6f9a7a1862234ce8bfa0df9d2799c08e
record_format	dspace
spelling	oai:doaj.org-article:6f9a7a1862234ce8bfa0df9d2799c08e2021-11-15T15:04:05ZCase Study Teaching Method Improves Student Performance and Perceptions of Learning Gains10.1128/jmbe.v16i1.8461935-78851935-7877https://doaj.org/article/6f9a7a1862234ce8bfa0df9d2799c08e2015-05-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v16i1.846https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes 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.Kevin M. BonneyAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 16, Iss 1, Pp 21-28 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Kevin M. Bonney Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains
description	Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes 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.
format	article
author	Kevin M. Bonney
author_facet	Kevin M. Bonney
author_sort	Kevin M. Bonney
title	Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains
title_short	Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains
title_full	Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains
title_fullStr	Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains
title_full_unstemmed	Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains
title_sort	case study teaching method improves student performance and perceptions of learning gains
publisher	American Society for Microbiology
publishDate	2015
url	https://doaj.org/article/6f9a7a1862234ce8bfa0df9d2799c08e
work_keys_str_mv	AT kevinmbonney casestudyteachingmethodimprovesstudentperformanceandperceptionsoflearninggains
_version_	1718428318899896320

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains

Ejemplares similares