Using Science Case Using Science Case Studies to Teach Cell Studies to Teach Cell

BiologyBiology

Deborah Allen Department of Biological Sciences, University of

Delawaredeallen@udel.edu

Katayoun Chamany Science Technology & Society Program, Eugene Lang

Collegechamanyk@newschool.edu

ASCB December 8, 2004

What is a science case study?

• A story or scenario that provides context– Economic– Ethical– Social– Political

• A controversy or problematic issue which requires a basic understanding of scientific principles

Herreid, C. F. What is a Case? Journal of College Science Teaching, 27: 92-94, 1997.

What is Problem Based Learning?

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.

What Are the Common Features of PBL?

• Learning is initiated by the “problem.”• The cases or “problems” are based on

complex, real-world situations.• All information needed to solve

problem is not initially given.• Students identify, find, and use

appropriate resources.• Students work in permanent groups.

Presentation of Problem

Organize ideas and prior knowledge(What do we know?)

Pose questions (What dowe need to know?)

Assign responsibility for questions; discuss resources

Research questions; summarize; analyze findings

Reconvene, report on research;

Integrate new Information;Refine questions

Resolution of Problem;(How did we do?)

The “Classic” PBL Cycle

Next stage of the problem

PBL & Case Study Methods:

What’s the Difference?*

PBL• student-centered• small group• problems before

concepts

*Please note that these are comparisons of the “classic” models

Case Study• instructor-centered• whole class• cases as extension,

application ofconcepts

Using Innovative Teaching

• mini case vs. maxi case• in-class vs. outside-of-class

work• complete vs. interrupted • final exam or project• lab based

Where to find cases and problems?

• use real world cases – newspapers, news programs, science journals

• search law, cultural and ethical databases– Chicano, Black Studies, Sexual Diversity Studies

• search in interdisciplinary databases– environmental sciences, public health

http://www.udel.edu/pblhttps://chico.nss.udel.edu/Pbl

How to Start a CaseComprehensive PBL/Case Modules

(Poster Board B263 CBL http://www.garlandscience.com/textbooks/cbl))

Stem Cell Research ModuleUse a short video clip:• ESCs and differentiation video (Sumanas)• Gastrulation video (Miracle of Life)• Prop 71 video (California)• Doug Melton video (Harvard)

Use a short question to assess misconceptions: Which of these has NOT been used for therapeutic purposes?

a. Adult neuronal stem cells b. Embryonic stem cellsc. Bone marrow cellsd. Chord stem cells

Cell Biology for LifeComprehensive PBL/Case

Modules(Poster Board B263

http://www.garlandscience.com/cbl))

Stem Cell Research ModuleQuestions for Instructor to Consider

1. Where would you place this in your course?

3. Which social aspects would you include?

4. How would you assess student understanding?

2. What cell biology content would you cover?

Cell Biology for LifeComprehensive PBL/Case

Modules(Poster Board B263

http://www.garlandscience.com/cblhttp://www.garlandscience.com/cbl))

Stem Cell Research ModuleContent

• cell theory, cell structure, cell differentiation and plasticity, apoptosis

Ethics and Politics• public stem cell banks,

international/national/state legislation, clinical trials

Stages of LearningLearning Activity Pedagogical Value

Activity One Social Impact:Discussion or

Reflection

Stimulates and maintains interest by having students read news articles or reviews and form questions about the ethical and social aspects of the topic for reflection or discussion.

Activity TwoReading, Data

Analysisand interpretation

Requires students to use study guides to analyze primary literature and data to give coherent oral and written summaries and critiques of the research.

Activity ThreeStructure, Function

andDynamics: Skits

Encourages students to use cooperative learning to understand temporal and spatial relationships of molecular processes by role-playing molecules and their interactions in time lapse.

Activity FourCapstone Dilemma

andDecision-Making

Presents dilemmas and asks students to formulate a solution that incorporates the needs of different parties through role-play, written proposals, small group work, or peer review.

Pilot Studies Advanced biology majors SFSU, Dr. Domingo n=83

Scientific content:• 51% gained new knowledge about adult stem cell plasticity

Social Issues: • 63% learned about access/ethics issues

Attitude: • > 50% enjoyed working in groups• > 30% learned that communication skills are important

Pilot Studies Non-majors, ELC n=15

Scientific content:• Median pre-test score=1.75, median post-test score=15

Social Issues: • 87% learned about access/ethics issues

Attitude: • 92% would take another course taught like this• 84 % thought science taught in an “understandable” way

Student AttitudesIntroductory Biology for Science Majors

Working in groups 1.3 ± 0.03

Application of concepts to 1.4 ± 0.04 problems

Lectures 2.7 ± 0.07

If given the choice, I would take 1.5 + 0.07another class designed like this one

1 - strongly agree ---> 5 - strongly disagree

The following aspects of this course were beneficial to my learning of biology: 1 - strongly agree -----> 5 - strongly disagree

Compelling Features of Case Study Approaches for New

Adopters• model themselves on how students learn.• with information overload, prepare

students to be life-long learners.• more realistic curriculum prepares

students for world outside the classroom.• foster development of more up-to-date

materials, content.• generate enthusiasm among faculty.

Acknowledgements

• This presentation is supported by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York, through grant funding from the National Science Foundation (NSF Award #0341279) http://ublib.buffalo.edu/libraries/projects/cases

• Dr. Carmen Domingo Department of Biology, SFSU

• Many students at ELC, SFSU and U of Delaware