Transcript Document

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
generates
generates
generates
addresses issues
related to
"so what"
questions
assess
biodiversity
threatens
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
1
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 toe true?
b
types of evidence
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How is evidence used to support
a scientificstatement?
junk science vs. valid science
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What errors can be made in forming conclusions?(bias,
culture, subjectivity
, etc.)
limitations of science
objectivity of science
P aradigm activity
(Covey)
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How can you recognize vali
d science?
characteristics ofscience
Baloney Detection Kit
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How is science differentfrom other ways of knowing?
(How is science differentfro m other branches of learning? )
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How is science differentfrom religion?
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What is life?
What is biology?
Is biological science differen
t fro m physicalscience?
science is “ A” way of knowing tha
t is
useful in advancing qualit
y of life
science and religion are based on
different viewpoints an
d types of
knowledge
the concepts of emergence and
genetic program summarizethe
uniqueness of life
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What are some dominant paradigmsin biology today?
evolution and molecula
r biologyas
themes in biology
Activities
Cases
Dragon in my 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
P rayer Study
(Gallucci)
List-making,
Margulis definition
Mayr chapter
Moore’ s Conclusion
Text reading
(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 dragon lives in my garage."
Suppose I seriously make such an
assertion t o you. Surely you'd wantt o check it out , see for yourself.
T here have been innumerable stories of dragons over t he cent uries, but no real evidence. What an
opportunit y!
"Show me," you say.I lead you t o my ga
rage. You look insideand see a ladder, empt y paint cans, an
old t ricycle -- but no dragon.
"W here's t he rdagon?" you ask.
"Oh, she's right here," I reply, wav
ing vaguely. "I neglect ed toment ion that she's an invisible dragon."
You propose spreading flour on t he
floor oft he garage t o capture t he dragon's footprints.
"Good idea," I say, "but this dragon float
inst he air."
T hen you'll use an infrared sensor t o det ect t he invisible fire.
"Good idea, but t heinvisible fire is also heatless."
You'll spray-paint t he dragon and make her visible.
"Good idea, but she's an incorp
oreal dragon and t he paint won't stick." And so on. I count er every
physicaltest you propose wit h a sp
ecial explanation of why it won't work.
Now, what 's t he differe
nce bet ween an invisible, incorporeal, float ing dragon who spits heatless fire
and no dragon atall? If there's no way t o disprove my content ion,no conceivable experiment t hat
would count against it , what does it mean t osay t hat mydragon 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 st art ed smo
king at t he age of 13, by 30 he had emphysema andby 40 he died of
lung cancer. This just shows why you shouldnÕtsmoke cigarettes.Ó
ÒW e dissect ed the lungs of 200 people who were heavy smokers when t hey died. 50%
had emphysema, 10% had incipient or full-blown carcinomas, et c. Smokingcan t hus
create a lot of damage t ot issue.Ó
Ò1000 people we
re surveyed on how much t hey smoked and t hen were X-rayed todet ect
lung cancer. We found t hat lung cancers weremore common inpeople who smoked
more.Ó
ÒT o testt he effect of cigarett e smoke on lung cancer, 3 groups of genetically identical
rat s, livedin ident ical conditions, and ate identical quant ities of t he same rat chow. T he
cont rol group (group 1)
lived in a smoke free room,group 2 lived in a room wit h t he
smoke from 5 ci
garett es per day, and group 3 lived in a room with t he smoke from 50
cigaret tesper day. Aft er ayear, only 1% of t he rat s in group 1 had cancer, but 3% of t he
group 2 rat s and 10% of t he grou
p 3 rat s had lung cancers. This shows t hat cigarett e
smoke increases t he rat e 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 fi nd
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 classified?
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/examples/act ivities
Class questions:List 5 organisms.
How many species do you thin
k 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 (9/29)
coldspots vs. hotspots
---------------------------------------------natural rate vs human infl uence
tropical soils are infertile
--------------------------------------------plants are the basis of productivity
photosynthesis
differences between plants & animals
3 domains: Bacteria, Archaea,
Eukarya; 4 kingdoms in Eukarya
(protists, fungi, plants, animals)
-------------------------------------------ecosystem services
-------------------------------------------cycling of nutrients, one-way fl ow 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 EatÓ
Krogh (20, 21, 22)
Classification 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?
P pt: 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 (NAS)
Sasha & antibiotic resistance
Fatu & malaria
3
What are some other agents foevolution?
genetic drift, mutation, gene flow
Iguanas news article
4
How do scientists find out abou
t evolution since it
occurred in the past?
evidence used to support evolution
“ Family P hotos”
endosymbiosis
“ Little Mito”
evolution oflife
speciation
Gaia data
“ Something FishyniP axton Lake”
Evolution
-Creationism Continuum
Grand Canyon article
Latest IDnews
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6
7
What are some other waysni which life may have
evolved?
Why is lifefound on earth but not on neighboring
planets?
Are alternative explanationsf oevolution
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.