Constructing & Using Case Studies in Genetics to Engage Students in Active Learning
Styer, Susan C., The American Biology Teacher
One of the national goals in science education is to teach science in a way that mirrors the process of science as inquiry, described by the National Science Education Standards (NSES) Science Teaching Standard B and Content Standard A (NRC, 1996). Inquiry-based learning, including the use of case studies, is one of several types of active learning that allows students to experience critical thinking skills inherent in the science process (Handelsman et al., 2007). Using case studies also develops skills in group learning and personalizes and humanizes science, making it more relevant to students (National Center for Case Study Teaching in Science, 2008). Case studies involving inherited conditions can be used to learn Medelian genetics in freshman or honors biology classes. Case studies can also serve as formative assessments to see how well students have learned and can apply genetic principles to real-world situations.
* Building a Case
The learning goals and the needs of the class should be taken into consideration when planning cases. For my lower level high school classes, cases are diagnostic and have one correct answer. The goal is for students to form hypotheses, apply their prior knowledge of Medelian genetics to analyze the …
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Publication information: Article title: Constructing & Using Case Studies in Genetics to Engage Students in Active Learning. Contributors: Styer, Susan C. - Author. Journal title: The American Biology Teacher. Volume: 71. Issue: 3 Publication date: March 2009. Page number: 142+. © National Association of Biology Teachers Mar 2009. COPYRIGHT 2009 Gale Group.
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