The Case Method in Introductory Anatomy &amp; Physiology: Using the News

Wilcox, Kimerly J.

doi:10.2307/4450799

Cited by 6 publications

(4 citation statements)

References 6 publications

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“…Similar to previous studies, Wilcox (1999) investigated students' views about use of cases during the undergraduate course. This study was conducted with 285 students enrolled in anatomy and physiology course over five quarters.…”

Section: Educationmentioning

confidence: 92%

“…Recently, it has been used in science education. For about 20 years, many instructors of various scientific disciplines have adapted the case-based instruction to their courses such as environmental chemistry (e.g., Cheng, 1995), general chemistry (e.g., Hutchinson, 2000;Jones, 1997), general biology (e.g., Rybarczyk et al, 2007) anatomy and physiology (e.g., Cliff & Wright, 1996;Wilcox, 1999), and biochemistry courses (e.g., Cornely, 1998).…”

Section: Introductionmentioning

confidence: 99%

“…Many of these studies presented applications of case-based instruction during undergraduate courses stated above, and students' ideas about these courses and usefulness of case-based instruction (Challen & Brazdil, 1996;Cheng, 1995;Cornely, 1998;Jones, 1997;Lantz &Walczak, 1997;Smith &Murphy, 1998;Wilcox, 1999). In the literature, there were also studies that explored not only students' views about case-based instruction but also the interaction between their views and other variables such as levels of self-regulation (Ertmer, Newby & MacDougall, 1996).…”

Section: Introductionmentioning

confidence: 99%

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Implementation of case-based instruction on electrochemistry at the 11th grade level

Tarkın

Uzuntiryaki-Kondakçı

2017

Chem. Educ. Res. Pract.

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This study aims to compare the effectiveness of case-based instruction over traditional instruction in improving 11th grade students' understanding of electrochemistry concepts, attitudes toward chemistry, chemistry self-efficacy beliefs, and motivation to learn chemistry. In total, 113 students (47 males and 66 females) from three high schools participated in this study. Two of the classes from each school were randomly assigned to be either the experimental or control group. The experimental group was instructed by case-based instruction while the control group was taught by traditionally designed instruction. The Electrochemistry Concept Test, Attitude toward Chemistry Scale, High School Chemistry Self-efficacy Scale, and Chemistry Motivation Questionnaire were applied as pre- and post-tests to students in both groups. Moreover, a feedback form was administered to students in the experimental group at the end of the study to get students' opinions about the case-based instruction. One-way Multivariate Analysis of Variance (MANOVA) revealed that case-based instruction was an effective method to improve students' understanding of electrochemistry concepts, attitude toward chemistry, and intrinsic motivation to learn chemistry. The qualitative data gathered from the feedback forms also supported the results of the inferential statistics. Students reported that chemistry lessons were more interesting and enjoyableviacase-based instruction.

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Section: Educationmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implementation of case-based instruction on electrochemistry at the 11th grade level

Tarkın

Uzuntiryaki-Kondakçı

2017

Chem. Educ. Res. Pract.

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“…About a dozen articles in science-related journals have reported positive learning outcomes related to the casestudy method (Harmon et al, 2014;Grunwald & Hartman, 2010;Rybarczyk et al, 2007;Chaplin, 2009;Nair et al, 2013;Wilcox, 1999;Bonney, 2015;Yadav & Beckerman, 2009;Bjorn et al, 2013;White et al, 2009). Only Yadav et al (2010) reported "no significant differences between traditional lecture and case teaching method on students' conceptual understanding" (p. 55).…”

Section: Case-study Learningmentioning

confidence: 99%

DataStory™: an interactive sequential art approach for data science and artificial intelligence learning experiences

2021

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Technical training in the fields of data science and artificial intelligence has recently become a highly desirable skill for industry positions as well as a focus of STEM education programs in higher education. However, most of the educational training and courses in data science and artificial intelligence are abstract and highly technical which is not appropriate for all audiences. In this paper, we propose a sequential art approach that uses visual storytelling with integrated coding learning experiences to teach data science concepts. A scoping literature review was conducted to answer the following question: does sufficient evidence exist in the literature to support a sequential art approach to data science and A.I. education? The learning science, sequential art, and dual coding literature bases were then interrogated to answer that question. With knowledge gained from this review, an initial DataStory™ prototype was constructed, using a technical platform capable of delivering an engaging and interactive sequential art learning experience. And finally, findings from a focus group study using the DataStory™ prototype are discussed in which participant feedback to this new learning experience is reported.

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Do teachers ask students to read news in secondary science?: Evidence from the Canadian context

2006

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Skill in reading diverse genres of scientific texts, including media reports, is an important aspect of scientific literacy that some experts argue should be included in the science curriculum. To understand current and potential uses of media reports in classrooms, we conducted research in three areas. First, we examined major science education policy documents and found few statements making direct reference to use of media reports. Second, we analyzed provincial assessment materials and found exam items using media reports. Third, we interviewed secondary teachers to determine their practice and views on using media reports and other science genres in instruction. Teachers used media reports and strongly endorsed policy‐type statements advocating the use of diverse science genres including these reports. Clearly, policy lags behind practice in some classrooms. © 2006 Wiley Periodicals, Inc. Sci Ed 90:496–521, 2006

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The Case Method in Introductory Anatomy & Physiology: Using the News

Cited by 6 publications

References 6 publications

Implementation of case-based instruction on electrochemistry at the 11th grade level

Implementation of case-based instruction on electrochemistry at the 11th grade level

DataStory™: an interactive sequential art approach for data science and artificial intelligence learning experiences

Do teachers ask students to read news in secondary science?: Evidence from the Canadian context

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