Transcript Scientist as Chameleon - Universitas Hasanuddin

Using Science Case Studies to
Promote Interdisciplinary
Learning
Deborah Allen
Department of Biological Sciences, University of Delaware
[email protected]
Katayoun Chamany
Science Technology & Society Program, Eugene Lang College
[email protected]
AAC&U Pedagogies of Engagement April 15, 2005
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
Where To Find Cases?
• 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
• search case collections
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National Center for Case Study Teaching in Science
University of Delaware, Problem Based Learning
Iowa State University, Bioethics Cases
University of Minnesota, Genes and Identity Cases
How To Use Cases
• mini case vs. maxi case
• in-class vs. outside-of-class work
• complete vs. interrupted
• final exam or project
• lab based
Cell Biology for Life
Comprehensive PBL/Case Modules
(http://www.garlandscience.com/textbooks/cbl/)
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Three modules
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Student activities
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Stem Cell Research
Botulinum Toxin
HPV and Cancer
4-6 activities per module
List of learning outcomes for each activity
Range of difficulty, time, and learning style
Suggestions for modification based on student population
Teaching and assessment tools
Answer Keys
Resources and References
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.
How to Start a Case
1. Use a short video clip
– Botox for wrinkles (WB11 news , MTV, etc)
– Botulinum Toxin for Biowarfare and Medicine (Discovery School)
2. Use a short question to assess misconceptions
Which of these are applications of botulinum toxin?
a.
b.
c.
d.
e.
f.
Removal of wrinkles
Biowarfare
Prevention of Sweating
Treating Cerebral Palsy
a, b, and d but not c
all of the above
3. Use a series of short papers and structured discussion
– What did you learn, what is still unclear, and what was most interesting?
– 10 news stories/reviews lead into one another
Questions to Consider
1. Where would you place this case 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?
How to situate the case?
• coordinate with textbooks and literature
• pilot portions-vary duration
• use both primary and secondary literature
• consider on-line discussions
• offer a spin on the traditional assignment
– term paper evolves into a proposal or debate with
peer review
Pilot Studies
Advanced biology majors
Stem Cell Module, 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
Stem Cell Module ELC, n=39
Scientific content:
• Median pre-test score=2, median post-test score=16
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.
Resources
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ETHNOPHARMACOLOGY
http://news.nationalgeographic.com/news/2001/03/0319_medicinalweeds.html
Mayell, Hilary. (2001) “Weeds Found To Hold Cures to Maladies.” National Geographic March 19. This site has links to
other articles on ethnopharmacology.
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GREEN CHEMISTRY
http://news.nationalgeographic.com/news/2001/03/0319_medicinalweeds.html and
http://academic.scranton.edu/faculty/CANNM1/greenchemistry.html offer readings and video.
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GENETIC IDENTIFICATION
http://www.findarticles.com/cf_dls/m0DPE/2_31/106290269/print.jhtml Johnston, Josephine. “Resisting a
genetic identity: the black Seminoles and genetic tests of ancestry.” Journal of Law, Medicine, and
Ethics. Summer 2003.
http://www.bioethics.umn.edu/genetics_and_identity/case.html Genetic and Identity Case Studies collectio
based on Native Americans, Lemba, Hemmings/ Jefferson.
• GENETIC ENGINEERING
http://www.bioethics.iastate.edu/classroom/case_studies.html The Iowa State University Bioethics
Outreach has links to cases on golden rice, edible vaccines, clones, etc.
• BIOETHICS AND REPRODUCTIVE TECHNOLOGIES
http://www.law.washington.edu/courses/mastroianni/PHG_522_Sp04/Assignments.html List of interesting
articles pertaining to bioethics and law.
Alexander, B. “ Free to Clone.” New York Times Magazine: New York September 26, 2004 :26, A one
page article that reviews the first amendment as an argument for conducting cloning research.
More Resources
• GENOME RELATED CONCERNS
http://ehrweb.aaas.org/ehr/books/index.html Baker, Catherine.(1999) Your Genes Your Choices: Exploring
the Issues Raised by Genetic Research.. An online book, sponsored by the AAAS, presents ethical and
social cases studies.
http://www.thehumanfuture.org/commentaries/annas_genism.htm, George J. Annas. 2001. "Genism,
Racism, and the Prospect of Genetic Genocide," presented at the World Conference Against Racism,
Durban, South Africa.
http://www.ou.org/publications/ja/5762winter/justtwee.pdf, (2001) Esess, Rose. “ Carrying a
Heavy Burden.” Jewish Action Winter 5762. Describes the Chevra Dor Yeshurim Program in
the NYC Hasidic community which screens for carriers of certain Jewish genetic diseases.
Program to be expanded to Israel and other centers in North America
http://www.gene-watch.org/programs/privacy/phil-testimony.html, Paul Billings, "The Need for
Federal Legislation Protecting Against Genetic Discrimination," written testimony submitted to
the Committee on Energy and Commerce (July 11, 2001).
http://www.minimed.howard.edu/presentations/minimed%20rotimi.pdf , Rotomi, C. “Should
Pill be Color Blind? The Genetics of Race, Medicine, and Drugs.” College of Medicine,
Howard University. Powerpoint reviews Bidil, a drug originally designed without regard to race
to prevent congestive heart failure. Bidil became a racialized drug after FDA voted 9 to 3
against approval.
• GENE PATENTING
http://muse.jhu.edu/journals/american_journal_of_bioethics/v002/2.3eisenberg.pdf , Eisenberg,
R. S. How Can You Patent Genes? The American Journal of Bioethics 2 (3): 3-11, 2002.
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 the University of Delaware