White Tracy K, Whitaker Paul, Gonya Terri, Hein Richard, Kroening Dubear, Lee Kevin, Lee Laura, Lukowiak Andrea, Hayes Elizabeth
Department of Biological Sciences, University of Wisconsin Colleges.
J Microbiol Biol Educ. 2009 Dec 17;10(1):25-31. doi: 10.1128/jmbe.v10.96. Print 2009.
There has been a dramatic increase in the availability of case studies for use in the biology classroom, and perceptions of the effectiveness of case-study-based learning are overwhelmingly positive. Here we report the results of a study in which we evaluated the ability of interrupted case studies to improve critical thinking in the context of experimental design and the conventions of data interpretation. Students were assessed using further case studies designed to evaluate their ability to recognize and articulate problematic approaches to these elements of experimentation. Our work reveals that case studies have broad utility in the classroom. In addition to demonstrating a small but statistically significant increase in the number of students capable of critically evaluating selected aspects of experimental design, we also observed increased student engagement and documented widespread misconceptions regarding the conventions of data acquisition and analysis.
用于生物课堂的案例研究的可获取性有了显著增加，并且基于案例研究的学习效果的看法绝大多数是积极的。在此，我们报告一项研究的结果，在该研究中我们评估了中断式案例研究在实验设计背景下以及数据解释惯例方面提高批判性思维的能力。使用进一步设计的案例研究对学生进行评估，以评价他们识别和阐明这些实验要素的有问题方法的能力。我们的研究表明案例研究在课堂上具有广泛的用途。除了表明能够批判性评估实验设计选定方面的学生人数有小幅但在统计学上显著的增加外，我们还观察到学生参与度提高，并记录了关于数据获取和分析惯例的普遍误解。
