SHiPS Resource Center, Saint Paul, MN 55104, USA.
CBE Life Sci Educ. 2013 Fall;12(3):364-72. doi: 10.1187/cbe.12-11-0190.
Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge.
基于案例和基于问题的学习在改革科学教育方面展现出了巨大的潜力。然而，教师在新考虑这一系列相互关联的教学策略时，需要面对许多重要的教学选择。本文分析了不同的特点及其相关的价值和学习成果，包括：学生自主性的程度；教学重点是内容、技能发展还是科学本质理解；历史或已知结果的作用；提供给学生的问题的范围、清晰度和真实性；协作程度；从解释视角的数量来看的复杂性；以及也许最重要的是应用知识与生成知识的作用。
