Rybarczyk Brian J, Baines Antonio T, McVey Mitch, Thompson Joseph T, Wilkins Heather
From the Graduate School, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599.
Biochem Mol Biol Educ. 2007 May;35(3):181-6. doi: 10.1002/bmb.40.
This study investigated student learning outcomes using a case-based approach focused on cellular respiration. Students who used the case study, relative to students who did not use the case study, exhibited a significantly greater learning gain, and demonstrated use of higher-order thinking skills. Preliminary data indicate that after engaging with the case study, students were more likely to answer a question addressing misconceptions about cellular respiration correctly when compared with students who did not use the case study. More rigorous testing is needed to fully elucidate whether case-based learning can effectively clarify student misconceptions related to biological processes.
本研究采用以细胞呼吸为重点的基于案例的方法来调查学生的学习成果。与未使用案例研究的学生相比，使用案例研究的学生表现出显著更大的学习收获，并展示了高阶思维技能的运用。初步数据表明，与未使用案例研究的学生相比，参与案例研究后，学生更有可能正确回答一个解决有关细胞呼吸误解的问题。需要更严格的测试来充分阐明基于案例的学习是否能有效澄清学生与生物过程相关的误解。
