Transcript Scientist as Chameleon - Universitas Hasanuddin

Using Science Case Studies to
Teach Cell Biology
Deborah Allen
Department of Biological Sciences, University of Delaware
[email protected]
Katayoun Chamany
Science Technology & Society Program, Eugene Lang College
[email protected]
ASCB December 8, 2004
What is a science case study?
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A story or scenario that provides context
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Economic
Ethical
Social
Political
A controversy or problematic issue which requires a
basic understanding of scientific principles
Herreid, C. F. What is a Case? Journal of College Science Teaching, 27: 92-94, 1997.
What is Problem Based Learning?
“The principal idea behind PBL is that the
starting point for learning should be a
problem, a query, or a puzzle that the
learner wishes to solve.”
Boud, D. (1985) PBL in perspective. In “PBL in Education for the
Professions,” D. J. Boud (ed); p. 13.
What Are the Common
Features of PBL?
• Learning is initiated by the “problem.”
• The cases or “problems” are based on
complex, real-world situations.
• All information needed to solve problem is
not initially given.
• Students identify, find, and use appropriate
resources.
• Students work in permanent groups.
The “Classic” PBL Cycle
Resolution of Problem;
(How did we do?)
Integrate new
Information;
Refine questions
Presentation of Problem
Next stage of
the problem
Reconvene, report
on research;
Research questions;
summarize;
analyze findings
Organize ideas and
prior knowledge
(What do we know?)
Pose questions (What do
we need to know?)
Assign responsibility
for questions; discuss
resources
PBL & Case Study Methods:
What’s the Difference?*
PBL
• student-centered
• small group
• problems before
concepts
Case Study
• instructor-centered
• whole class
• cases as extension,
application of
concepts
*Please note that these are comparisons of the “classic” models
Using Innovative Teaching
• mini case vs. maxi case
• in-class vs. outside-of-class work
• complete vs. interrupted
• final exam or project
• lab based
Where to find cases and problems?
http://www.udel.edu/pbl
https://chico.nss.udel.edu/Pbl
• use real world cases
– newspapers, news programs, science journals
• search law, cultural and ethical databases
– Chicano, Black Studies, Sexual Diversity Studies
• search in interdisciplinary databases
– environmental sciences, public health
How to Start a Case
Comprehensive PBL/Case Modules
(Poster Board B263 CBL http://www.garlandscience.com/textbooks/cbl)
Stem Cell Research Module
Use a short video clip:
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ESCs and differentiation video (Sumanas)
Gastrulation video (Miracle of Life)
Prop 71 video (California)
Doug Melton video (Harvard)
Use a short question to assess misconceptions:
Which
a.
b.
c.
d.
of these has NOT been used for therapeutic purposes?
Adult neuronal stem cells
Embryonic stem cells
Bone marrow cells
Chord stem cells
Cell Biology for Life
Comprehensive PBL/Case Modules
(Poster Board B263 http://www.garlandscience.com/cbl)
Stem Cell Research Module
Questions for Instructor to Consider
1. Where would you place this in your course?
2. What cell biology content would you cover?
3. Which social aspects would you include?
4. How would you assess student understanding?
Cell Biology for Life
Comprehensive PBL/Case Modules
(Poster Board B263 http://www.garlandscience.com/cbl)
Stem Cell Research Module
Content
• cell theory, cell structure, cell
differentiation and plasticity,
apoptosis
Ethics and Politics
• public stem cell banks,
international/national/state
legislation, clinical trials
Stages of Learning
Learning Activity
Pedagogical Value
Activity One
Stimulates and maintains interest by having students read
Social Impact:
news articles or reviews and form questions about the
Discussion or Reflection
ethical and social aspects of the topic for reflection or
discussion.
Activity Two
Reading, Data Analysis
and interpretation
Requires students to use study guides to analyze primary
literature and data to give coherent oral and written
summaries and critiques of the research.
Activity Three
Encourages students to use cooperative learning to
Structure, Function and
understand temporal and spatial relationships of
Dynamics: Skits
molecular processes by role-playing molecules and their
interactions in time lapse.
Activity Four
Capstone Dilemma and
Decision-Making
Presents dilemmas and asks students to formulate a
solution that incorporates the needs of different parties
through role-play, written proposals, small group work,
or peer review.
Pilot Studies
Advanced biology majors
SFSU, Dr. Domingo n=83
Scientific content:
• 51% gained new knowledge about adult stem cell plasticity
Social Issues:
• 63% learned about access/ethics issues
Attitude:
• > 50% enjoyed working in groups
• > 30% learned that communication skills are important
Pilot Studies
Non-majors, ELC n=15
Scientific content:
• Median pre-test score=1.75, median post-test score=15
Social Issues:
• 87% learned about access/ethics issues
Attitude:
• 92% would take another course taught like this
• 84 % thought science taught in an “understandable” way
Student Attitudes
Introductory Biology for Science Majors
The following aspects of this course were beneficial to my
learning of biology: 1 - strongly agree -----> 5 - strongly disagree
Working in groups
1.3 ± 0.03
Application of concepts to
problems
1.4 ± 0.04
Lectures
2.7 ± 0.07
1 - strongly agree ---> 5 - strongly disagree
If given the choice, I would take
1.5 + 0.07
another class designed like this one
Compelling Features of Case Study
Approaches for New Adopters
• model themselves on how students learn.
• with information overload, prepare students
to be life-long learners.
• more realistic curriculum prepares students
for world outside the classroom.
• foster development of more up-to-date
materials, content.
• generate enthusiasm among faculty.
Acknowledgements
• This presentation is supported by the National
Center for Case Study Teaching in Science,
University at Buffalo, State University of New York,
through grant funding from the National Science
Foundation (NSF Award #0341279)
http://ublib.buffalo.edu/libraries/projects/cases
• Dr. Carmen Domingo Department of Biology, SFSU
• Many students at ELC, SFSU and U of Delaware