Using Science Case Studies to Teach Cell Biology

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Using Science Case Studies to Teach Cell Biology

• Deborah Allen
• Department of Biological Sciences, University
  of Delaware
• deallen_at_udel.edu
• Katayoun Chamany
• Science Technology Society Program, Eugene Lang
  College
• chamanyk_at_newschool.edu
• ASCB December 8, 2004

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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.

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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.

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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.

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The Classic PBL Cycle
Resolution of Problem (How did we do?)
Presentation of Problem
Next stage of the problem
Organize ideas and prior knowledge (What do we
know?)
Integrate new Information Refine questions
Pose questions (What do we need to know?)
Reconvene, report on research
Research questions summarize analyze findings
Assign responsibility for questions discuss
resources
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PBL Case Study MethodsWhats the Difference?

• PBL
• student-centered
• small group
• problems before concepts

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

Please note that these are comparisons of the
classic models
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Using Innovative Teaching

• mini case vs. maxi case
• in-class vs. outside-of-class work
• complete vs. interrupted
• final exam or project
• lab based

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Where to find cases and problems?
http//www.udel.edu/pbl https//chico.nss.udel.edu
/Pbl

• 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

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How to Start a CaseComprehensive PBL/Case
Modules(Poster Board B263 CBL
http//www.garlandscience.com/textbooks/cbl)

• Stem Cell Research Module
• Use 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 cells c. Bone marrow cells d.
Chord stem cells
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Cell Biology for LifeComprehensive PBL/Case
Modules(Poster Board B263 http//www.garlandsci
ence.com/cbl)

• Stem Cell Research Module

Questions for Instructor to Consider 1. Where
would you place this in your course?
2. What cell biology content would you cover?
3. Which social aspects would you include?
4. How would you assess student understanding?
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Cell Biology for LifeComprehensive PBL/Case
Modules(Poster Board B263 http//www.garlandsci
ence.com/cbl)

• Stem Cell Research Module

• Content
• cell theory, cell structure, cell differentiation
  and plasticity, apoptosis
• Ethics and Politics
• public stem cell banks, international/national/sta
  te legislation, clinical trials

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Stages of Learning
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How to situate the case?

• coordinate with textbooks and literature
• pilot portions-vary duration
• use both primary and secondary literature
• consider on-line discussions
• offer a spin on the traditional assignment
• term paper evolves into a proposal or debate with
  peer review

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Pilot Studies Advanced biology majors SFSU, Dr.
Domingo n83

• Scientific content
• 51 gained new knowledge about adult stem cell
  plasticity
• Social Issues
• 63 learned about access/ethics issues
• Attitude
• gt 50 enjoyed working in groups
• gt 30 learned that communication skills are
  important

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Pilot Studies Non-majors, ELC n15

• Scientific content
• Median pre-test score1.75, median post-test
  score15
• 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

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Student Attitudes Introductory Biology for
Science Majors
The following aspects of this course were
beneficial to my learning of biology 1 -
strongly agree -----gt 5 - strongly disagree
Working in groups 1.3 0.03 Application of
concepts to 1.4 0.04 problems Lectures
2.7 0.07
1 - strongly agree ---gt 5 - strongly disagree
If given the choice, I would take 1.5
0.07 another class designed like this one
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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.

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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