WHAT DO WE KNOW about case study teaching? The use of problem-based learning (one form of case study teaching) in medical schools has received close scrutiny from researchers. As the use of case-based teaching more broadly increases in undergraduate college and K-12 classrooms, a significant body of literature is beginning to accumulate on the assessment of the method and other active learning pedagogies.
Intended for faculty interested in conducting research on case-based teaching in science, this annotated bibliography lists research articles on empirical studies that focus primarily on case-based teaching and learning in the sciences. Included are evidence-based articles with an articulated research design, meta-analyses of research on the use of cases, and a number of seminal literature reviews.
We surveyed over 100 science teachers we had trained over a year-and-a-half-long period. One of the things we asked them was what they thought the benefits of case-based teaching were for their students. Here’s what they had to say.
When we teach, we want our students to learn more than just a collection of facts – we also want them to become better critical thinkers. We believe that carefully constructed cases can provide pedagogical tools that teach not only content knowledge, but also critical thinking skills. We are currently engaged in an NSF-funded study that is looking at whether cases can be used to improve students' critical thinking skills.