Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education Summary of Two Workshops (2011) / Chapter Skim
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4 Scenario-, Problem-, and Case-Based Teaching and Learning
4 Scenario-, Problem-, and Case-Based Teaching and Learning
Pages 26-34
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From page 26... ...
. Singer explained that the presentations were based on papers prepared following a template the steering committee developed after the June workshop.1 The authors were asked to describe the context in which the promising practice was implemented, identify examples of how the practice was used, and provide evidence to support the claim that the practice was promising, including evidence of its impact or efficacy.
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From page 27... ...
When they solve the problem, the instructor provides a different problem and the cycle begins anew. Noting that problem-based learning has many possible definitions and permutations, Gijbels nonetheless stressed the importance of identifying a core set of principles that characterize this type of learning.
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From page 28... ...
. The meta-analysis focused on empirical studies that compared problem-based learning with lecture-based education in postsecondary classrooms in Europe, and almost all of the studies that met the criteria focused on medical education.2 Through the analysis, Gijbels and his colleagues found the following: • Students' content knowledge was slightly lower in problem-based learning courses than in traditional lecture courses.
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From page 29... ...
Noting that students often do not develop a sense of shared cognition when working in teams in problem-based learning environments, he also stressed the importance of attending to group developmental processes when implementing problem-based learning. CASE-BASED TEACHING Mary Lundeberg (Michigan State University)
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From page 30... ...
To identify the systematic effects of case-based learning, Lundeberg and her colleagues conducted a year-long study of the use of cases in large undergraduate biology classes equipped with clickers. The study combined a design involving random assignment to experimental and control groups with an A-B-A-B design in which 12 participating faculty members alternated the use of cases and lectures systematically across two semesters.
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From page 31... ...
: • positive interdependence among group members; • individual accountability; • monitoring of interpersonal skills; • frequent processing of group interactions and functioning; and • aspects of the task or learning activity that require ongoing conver sation, dialogue, exchange, and support. Foster emphasized the importance of designing the appropriate task in using this teaching method.
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From page 32... ...
Turning to the evidence, Foster explained that he uses traditional instruments, such as the Force Concept Inventory and conceptual surveys on electricity and magnetism, to measure students' concept development. He has found that students who solve context-rich problems in cooperative group settings score as well on these measures as their peers who are taught using other interactive methods.
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From page 33... ...
Following another question, the speakers engaged in a discussion about the importance of longitudinal research to understand the longer term impact of these pedagogical strategies. Lundeberg mentioned some examples of longitudinal studies of innovative instructional strategies that show mixed results.
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From page 34... ...
The panelists noted that longitudinal research is important, difficult to conduct, difficult to fund, and relatively rare.
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