Implementing Case Studies in a Plant Pathology Course: Impact on Student Learning and Engagement

Abstract

Case studies have been used in undergraduate science education as a way to develop students’ critical thinking and problem‐solving skills. However, little empirical evidence exists on whether this teaching method is having the desired impact on students in plant pathology courses. This study evaluated the influence of the case teaching method on students’ problem‐solving and critical thinking skills in an undergraduate plant pathology course. Specifically, the course utilized both traditional lecture‐based teaching as well as case study methodology. Students completed a problem‐solving test that gave them four problem scenarios similar to two that were taught by lecture and two that were taught by case studies and examined students’ ability to critically think and problem solve. We also investigated students’ attitudes and feelings toward the case study approach assessed via a 22‐item Likert‐scale survey. A paired sample t‐test comparing the lecture vs. case study method suggested that the case study approach was more beneficial in helping students develop applied problem‐solving skills. The survey results demonstrated that students had more positive attitudes toward the case study teaching approach. For the applied plant science students, the diagnosis of plant health problems is one of the most difficult skills to develop. The results from this study indicate that case studies helped students develop critical thinking skills required to diagnose plant health problems while actively engaging them in the course content.

Lessons Learned: Implementing the Case Teaching Method in a Mechanical Engineering Course

“…Cases have also been found to increase students' critical thinking and problem-solving skills (Dochy et al, 2003;Yadav and Beckerman, 2009), higher-order thinking skills (Bergland et al, 2006;Dori, Tal, and Tsaushu, 2003), conceptual change (Gallucci, 2007), and their motivation to learn (Yadav et al, 2007). For example, 200 non-science major students participated in a study to investigate the effects of using cases to teach biotechnology concepts (Dori, Tal, and Tsaushu, 2003).…”

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

“…2 THEORY student engagement (Hoag, Lillie, & Hoppe, 2005;Yadav & Beckerman, 2009), critical thinking, and problem-solving skills (Dochy, Segers, Van den Bossche, & Gijbels, 2003;Henderson, Bellman, & Furman, 1983). However, since case studies do not necessarily increase students' conceptual understanding (Yadav, Subedi, Lundeberg, & Bunting, 2011), linking the case study based learning to theoretical learning, via reading or lectures, is needed.…”

Braiding history, inquiry, and model-based learning: A collection of open-source historical case studies for teaching both geology content and the nature of science

“…However, recently the use of case studies has gained greater appeal in science education (Herreid, 2007). According to those who have used them, case studies can enhance student learning of content (Karuksis, 2003), critical thinking skills (Dori, Tal, & Tsaushu, 2003;Herreid, 2004;Hodges, 2005;Yadav & Beckerman, 2009), and student engagement (Camill, 2006;Dinan, 2005). This is because case studies effectively make the content relevant to students (Dinan, 2005;Dunnivant, Moore, Alfano, Buckley, & Newman, 2000), as well as presenting information within the context of a story-an effective strategy for teaching science (Fawcett & Fawcett, 2011;Stinner, McMillan, Metz, Jana, & Klassen, 2003;Wilson, 2002), because our brains seem to actually be wired for storytelling (Zarkadakis, 2015).…”