From problem‐based learning to interrupted lecture: Using case‐based teaching in different class formats
From problem‐based learning to interrupted lecture: Using case‐based teaching in different class formats
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从基于问题的学习到中断授课：在不同的课堂形式中使用案例教学
DOI：
10.1002/bmb.2005.494033022446
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发表时间：
2005
影响因子：
1.4
通讯作者：
L. Hodges
中科院分区：
文献类型：
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作者：
L. Hodges
尽管文献中出现了许多在科学教学中使用基于问题的学习和案例研究的例子，但教师可能仍然对何时、为何以及如何使用这些策略有疑问，特别是在不同的课堂环境中。在本文中，我描述了我在三种不同的课堂形式中使用这些教学方法的经验：小型生物化学调查课程，我完全以基于问题的学习方式进行教学；一个小型有机化学课程，我在其中使用了一些基于案例的教学方式，让学生进行小组合作；以及一门大型讲座式生物化学调查课程，其中我使用案例作为作业和课堂练习。在每种情况下，我都会利用有关这些方法如何最好地促进学习的文献来描述每种方法的明显优点和缺点。作为讨论的一部分，我向教师提出问题，帮助他们决定哪种形式的案例教学最适合他们特定的教学目标和课堂环境。
Although many examples of using problem‐based learning and case studies in teaching science occur in the literature, instructors may still have questions about when, why, and how to use these strategies, especially in different class settings. In this article, I describe my experience in using these pedagogical methods in three different class formats: a small biochemistry survey course, which I taught entirely as problem‐based learning; a small organic chemistry class in which I used some case‐based teaching with students working collaboratively in groups; and a large lecture‐style biochemistry survey course in which I used cases as homework and in‐class exercises. In each instance I describe the apparent benefits and drawbacks of each approach, drawing on the literature of how these methods may best promote learning. As part of this discussion I pose questions for instructors to help them decide which form of case‐based teaching best fits with their particular teaching goals and class contexts.