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Updated: Jun 1, 2026
10:26
Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
From problem-based learning to interrupted lecture: Using case-based teaching in different class formats.
1McGraw Center for Teaching and Learning, Princeton University, Princeton, New Jersey 08544. lhodges@princeton.edu.
Summary
Problem-based learning and case studies enhance science education. This article explores their effective implementation across diverse teaching formats, offering insights for instructors to optimize learning outcomes.
Area of Science:
- Science Education
- Biochemistry Education
- Organic Chemistry Education
Background:
- Problem-based learning (PBL) and case studies are established pedagogical tools in science education.
- Educators require guidance on adapting these methods to various class sizes and settings.
Purpose of the Study:
- To share practical experiences of implementing PBL and case studies in different course formats.
- To analyze the benefits and drawbacks of these teaching strategies in diverse educational contexts.
Main Methods:
- Case study: A small biochemistry survey course taught entirely with PBL.
- Case study: A small organic chemistry class incorporating group-based case studies.
- Case study: A large lecture-style biochemistry survey course utilizing cases for homework and in-class activities.
Main Results:
- PBL in a small biochemistry course fostered deep engagement.
- Collaborative case studies in organic chemistry promoted active learning.
- Integrated case studies in large lectures offered flexible learning opportunities.
Conclusions:
- The choice of PBL or case study implementation should align with specific teaching objectives and course constraints.
- Adapting pedagogical strategies like PBL and case studies can enhance student learning in science.
- Further inquiry is needed to refine best practices for case-based teaching in varied academic environments.
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