Transcript Teaching Science with Case Studies: A National Survey of

Teaching Science with Case Studies:
A National Survey of Faculty
Perceptions
Mary Lundeberg
Professor, Teacher Education
Michigan State University
Aman Yadav
Purdue University
Michael DeSchryver
Michigan State University
October, 2006
Buffalo, New York
Overview
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Why do investigations in classrooms?
Faculty perceptions of student learning
Future questions worth investigating
How and what should we measure?
Why do investigations?
• Scientific inquiry includes:
– Significant questions that can be
empirically investigated
– Research linked to theory
– Methods appropriate to the question
– Replication and generalization across
studies
– Professional scrutiny and critique
» Shavelson & Towne, 2002
Research questions
• Description
– What is happening?
• Cause
– Is there a systematic effect?
• Process or mechanism
– Why or how is it happening?
» Shavelson & Towne, 2002
Description
What is happening?
• Survey of case teaching in science
• (23 states + Canada)
– 2004-2005 Faculty perceptions (n=101)
Contexts of case use; benefits and challenges
Contexts of Case Use
• 84% reported using case studies in teaching
• 47% used 1-2 cases per semester
• 41 % used 3-5 cases per semester
• 12% used 6 or more cases per semester
• 66% of cases took one class period or less
• 33% of cases took 2-5 class periods
• 58% of faculty wrote their own cases
• 35% modified existing cases
• 7% used existing cases
Faculty Perceptions: Critical Thinking
Students are better able to
view an issue from multiple
perspectives
91.3
1.3
90.1
Students develop a deeper
understanding of concepts
1.3
88.8
Students demonstrate
stronger critical thinking skills
Students make connections
across multiple content areas
2.5
82.6
0
61.3
Students have increased their
discussion of ethical issues
8.8
Students have difficulty
making connections across
multiple content areas (-)
17.5
62.6
0
20
40
60
Percent
Disagree
Agree
80
100
Faculty Perceptions: Learning (Pos)
Students take a more active
part in the learning process
when they use case studies
95.1
93.8
Students are more engaged in
class
Students have a better grasp
of the practical application of
core course concepts
91.3
80.1
Students develop positive
peer-to-peer relationships
1.3
78.8
Students strengthen
communication skills
5
0
20
40
60
Percent
Disagree
Agree
80
100
Faculty Perceptions: Learning (Neg)
1.3
Students retain less from
class
87.5
Students feel that what they
are learning is not applicable
to their field of study
7.5
77.5
2.5
Students do worse on tests
65.1
26.3
Students feel that they are not
covering enough content
47.6
52.6
Students are frustrated by
ambiguity
26.3
60
Students find the format
challenging
22.6
0
20
40
60
Percent
Disagree
Agree
80
100
Obstacles Faculty Encounter: Top Five
Lack of preparation time
required for your use of cases
in teaching
78.7
21.3
Assessing student learning,
student discussion, or small
group work
68
31.9
2.1% Severe
58.4
A lack of relevant case
studies
41.5
Student resistance to the
case study approach to
teaching
10.6% Severe
49
51.1
4.3% Severe
41.5
Pressure to cover more
content
58.5
0
10
20
30
40
50
Percent
No Difficulty
6.4% Severe
Some Difficulty
60
70
80
90
Cause:
Is there a systematic effect?
• This question can only be answered
with an experimental or quasiexperimental design.
Meta-analysis of
Main Effects of PBL
(Dochy, Segers, Van den Bossche, & Gijbels, 2003)
Ways to assess
understanding
• Transfer of knowledge using a task to
show how concepts
– are applied to different,
– real world problems, and
– explained using literacy fitting the context.
Process or mechanism
Why or how is it happening?
• How did case-based teaching influence
outcomes?
Research Directions
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Do cases enrich student understanding of core concepts and if
so, how?
What misconceptions do students bring to instruction and do
cases increase or dispel misconceptions?
When in the instructional process are cases most promising?
How much knowledge is needed?
Under what conditions do video, computer simulations and
other representational tools enhance the case experience?
How do case methods facilitate understanding and
engagement for different student populations?
What kinds of cases (open, closed, dilemma) produce what
kinds of learning?
Measuring the kind of thinking developed through cases
across faculty, courses and programs
What is important to assess?
 Multidimensional, integrated learning
outcomes.
 Conceptual understanding plus transfer.
 Values, strategies, communicative
practices and habits of mind that affect
performance beyond the classroom.
 Changes in performance over time.
(NRC, 2001; Astin et al, 1996)
Conclusion
Faculty think case-based instruction has a positive
impact on student learning, critical thinking, and
participation.
The shortage of relevant cases, lack of sufficient
preparation time, and the assessment of student
learning from CBI instruction are challenges to its
use.
We recommend further CBI studies, including student
perception surveys, interviews with both faculty
and students, and empirical examinations of CBI
based student learning.