Place-Based Case Studies: A New Approach to an Effective Teaching Practice
Place-Based Case Studies: A New Approach to an Effective Teaching Practice
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DOI：
10.1128/jmbe.v20i1.1611
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发表时间：
2019-04-01
影响因子：
1.9
通讯作者：
Olimpo, Jeffrey T.
中科院分区：
文献类型：
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作者：
Fisher, Ginger R.;Esparza, David;Olimpo, Jeffrey T.
基于案例的方法已广泛应用于 STEM 课堂，以增强课程内容的现实应用性。生物教育领域的先前研究具体表明，相对于更传统的方法，此类方法可以提高学生的概念理解和对学科的影响。尽管有这些结果，大多数案例研究练习都是以通才的方式进行的。换句话说，案例研究本身的内容和背景并不是围绕学生所居住的社区来构建的。为了解决这一问题，我们在我们机构的细胞和分子生物学入门课程中开发并实施了一系列基于地点的案例研究 (PBCS) 练习。采用比较性、准实验性方法来评估 PBCS 与非 PBCS 对学生认知和非认知成绩的影响。结果表明，PBCS 和非 PBCS 都会导致学生内容知识的增加；然而，例如，在控制混杂因素后，德克萨斯大学的 PBCS 组和非 PBCS 组之间的运动后表现不存在统计学上的显着差异。重要的是，数据还显示，与非 PBCS 队列中的同龄人相比，PBCS 队列中的学生更强烈地认为，案例研究使他们能够更好地了解科学进步和研究如何影响他们所居住的社区。总的来说，这些结果表明 PBCS 提供了一种可扩展的、基于课堂的方法，让学生参与到他们以及更广泛的科学界直接感兴趣的相关实践经验中。
Case-based approaches have been used extensively in STEM classrooms to enhance the real-world applicability of course content. Prior research in the bioeducation field indicates, specifically, that such methods lead to increases in students' conceptual understanding and affect in the discipline relative to more traditional methods. Despite these outcomes, the majority of case study exercises are formatted in a generalist manner. In other words, the content and context of the case study itself are not framed around the communities in which the students live. In an effort to address this concern, we developed and implemented a series of place-based case study (PBCS) exercises within the introductory cell and molecular biology courses at our institutions. A comparative, quasi-experimental approach was used to evaluate the impact of PBCSs versus non-PBCSs on cognitive and non-cognitive student outcomes. Results indicated that both PBCSs and non-PBCSs led to increases in students' content knowledge; however, no statistically significant difference existed in post-exercise performance between the PBCS and non-PBCS cohorts at the University of Texas, for instance, after controlling for confounding factors. Importantly, data also revealed that students within the PBCS cohort agreed more strongly that the case studies provided them with a better understanding of how scientific advancements and research impacted the community in which they lived than did their peers in the non-PBCS cohort. Collectively, these outcomes suggest that PBCSs offer a scalable, classroom-based approach to engage students in relevant, practical experiences that are of direct interest to them and, ideally, the broader scientific community.