Place-Based Case Studies: A New Approach to an Effective Teaching Practice

Case-based approaches have been used extensively in STEM classrooms to enhance the real-world applicability of course content. Prior research in the bioeducation field indicates, specifically, that such methods lead to increases in students’ conceptual understanding and affect in the discipline rela...

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Autores principales:	Ginger R. Fisher, David Esparza, Jeffrey T. Olimpo
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/aaf6c3887a9644bb8f94bbe173109ba7
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spelling	oai:doaj.org-article:aaf6c3887a9644bb8f94bbe173109ba72021-11-15T15:04:15ZPlace-Based Case Studies: A New Approach to an Effective Teaching Practice10.1128/jmbe.v20i1.16111935-78851935-7877https://doaj.org/article/aaf6c3887a9644bb8f94bbe173109ba72019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i1.1611https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Case-based approaches have been used extensively in STEM classrooms to enhance the real-world applicability of course content. Prior research in the bioeducation field indicates, specifically, that such methods lead to increases in students’ conceptual understanding and affect in the discipline relative to more traditional methods. Despite these outcomes, the majority of case study exercises are formatted in a generalist manner. In other words, the content and context of the case study itself are not framed around the communities in which the students live. In an effort to address this concern, we developed and implemented a series of place-based case study (PBCS) exercises within the introductory cell and molecular biology courses at our institutions. A comparative, quasi-experimental approach was used to evaluate the impact of PBCSs versus non-PBCSs on cognitive and non-cognitive student outcomes. Results indicated that both PBCSs and non-PBCSs led to increases in students’ content knowledge; however, no statistically significant difference existed in post-exercise performance between the PBCS and non-PBCS cohorts at the University of Texas, for instance, after controlling for confounding factors. Importantly, data also revealed that students within the PBCS cohort agreed more strongly that the case studies provided them with a better understanding of how scientific advancements and research impacted the community in which they lived than did their peers in the non-PBCS cohort. Collectively, these outcomes suggest that PBCSs offer a scalable, classroom-based approach to engage students in relevant, practical experiences that are of direct interest to them and, ideally, the broader scientific community.Ginger R. FisherDavid EsparzaJeffrey T. OlimpoAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 1 (2019)
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 Ginger R. Fisher David Esparza Jeffrey T. Olimpo Place-Based Case Studies: A New Approach to an Effective Teaching Practice
description	Case-based approaches have been used extensively in STEM classrooms to enhance the real-world applicability of course content. Prior research in the bioeducation field indicates, specifically, that such methods lead to increases in students’ conceptual understanding and affect in the discipline relative to more traditional methods. Despite these outcomes, the majority of case study exercises are formatted in a generalist manner. In other words, the content and context of the case study itself are not framed around the communities in which the students live. In an effort to address this concern, we developed and implemented a series of place-based case study (PBCS) exercises within the introductory cell and molecular biology courses at our institutions. A comparative, quasi-experimental approach was used to evaluate the impact of PBCSs versus non-PBCSs on cognitive and non-cognitive student outcomes. Results indicated that both PBCSs and non-PBCSs led to increases in students’ content knowledge; however, no statistically significant difference existed in post-exercise performance between the PBCS and non-PBCS cohorts at the University of Texas, for instance, after controlling for confounding factors. Importantly, data also revealed that students within the PBCS cohort agreed more strongly that the case studies provided them with a better understanding of how scientific advancements and research impacted the community in which they lived than did their peers in the non-PBCS cohort. Collectively, these outcomes suggest that PBCSs offer a scalable, classroom-based approach to engage students in relevant, practical experiences that are of direct interest to them and, ideally, the broader scientific community.
format	article
author	Ginger R. Fisher David Esparza Jeffrey T. Olimpo
author_facet	Ginger R. Fisher David Esparza Jeffrey T. Olimpo
author_sort	Ginger R. Fisher
title	Place-Based Case Studies: A New Approach to an Effective Teaching Practice
title_short	Place-Based Case Studies: A New Approach to an Effective Teaching Practice
title_full	Place-Based Case Studies: A New Approach to an Effective Teaching Practice
title_fullStr	Place-Based Case Studies: A New Approach to an Effective Teaching Practice
title_full_unstemmed	Place-Based Case Studies: A New Approach to an Effective Teaching Practice
title_sort	place-based case studies: a new approach to an effective teaching practice
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/aaf6c3887a9644bb8f94bbe173109ba7
work_keys_str_mv	AT gingerrfisher placebasedcasestudiesanewapproachtoaneffectiveteachingpractice AT davidesparza placebasedcasestudiesanewapproachtoaneffectiveteachingpractice AT jeffreytolimpo placebasedcasestudiesanewapproachtoaneffectiveteachingpractice
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Place-Based Case Studies: A New Approach to an Effective Teaching Practice

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