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Problem- and case-based learning in science: an introduction to distinctions, values, and outcomes.
1SHiPS Resource Center, Saint Paul, MN 55104, USA. allch001@umn.edu
CBE Life Sciences Education
|September 6, 2013
Summary
Case-based learning and problem-based learning offer promising reforms in science education. Instructors must carefully consider pedagogical choices like student autonomy and problem design for effective implementation and learning outcomes.
Area of Science:
- Science Education
- Pedagogical Strategies
Background:
- Case-based learning (CBL) and problem-based learning (PBL) are effective pedagogical strategies for science education reform.
- Implementing CBL and PBL requires instructors to make critical instructional decisions.
Purpose of the Study:
- To profile key features and their associated learning outcomes for instructors considering CBL and PBL.
- To guide instructors in making informed choices regarding pedagogical strategy implementation.
Main Methods:
- Analysis of different features within CBL and PBL frameworks.
- Profiling of instructional choices, including student autonomy, focus (content, skills, nature of science), problem design, collaboration, and knowledge application versus generation.
Main Results:
- Identified key instructional variables: student autonomy, focus of instruction, problem characteristics (scope, clarity, authenticity), collaboration extent, complexity, and the application vs. generation of knowledge.
- Detailed the relationship between these features and potential learning outcomes.
Conclusions:
- Effective implementation of CBL and PBL hinges on strategic instructor choices regarding various pedagogical features.
- Understanding these features and their impact is crucial for optimizing science learning through active, inquiry-based methods.
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