Using Case Studies to Improve the Critical Thinking Skills of Undergraduate Conservation Biology Students

Abstract

Critical thinking (CT) underpins the analytical and systems-thinking capacities needed for effective conservation in the 21st century but is seldom adequately fostered in most postsecondary courses and programs. Many instructors fear that devoting time to process skills will detract from content gains and struggle to define CT skills in ways relevant for classroom practice. We tested an approach to develop and assess CT in undergraduate conservation biology courses using case studies to address both challenges. We developed case studies with exercises to support content learning goals and assessment rubrics to evaluate student learning of both content and CT skills. We also developed a midterm intervention to enhance student metacognitive abilities at a light and intensive level and asked whether the level of the intervention impacted student learning. Data from over 200 students from five institutions showed an increase in students’ CT performance over a single term, under both light and intensive interventions, as well as variation depending on the students’ initial performance and on rubric dimension. Our results demonstrate adaptable and scalable means for instructors to improve CT process skills among undergraduate students through the use of case studies and associated exercises, aligned rubrics, and supported reflection on their CT performance.

Effectiveness of case scenario‐based teaching to transition international Master of Public Health students specialising in health promotion from memorization to critical thinking

“…12 The complexity and dynamic nature of health promotion practice necessitates alternative learning modalities to equip students with critical thinking skills. 4,45 In line with extant literature, 16,20 results from this study suggested that case studies significantly improved critical thinking skills among international students from the Middle East and Asia. A paired t-test analysis showed that the interventioncase scenario-based teachingsignificantly improved the mean post-intervention critical thinking skills.…”

“…Cases studies can also enable students to: develop listening and cooperation skills; build partnerships; and brainstorm. 15,16 A case study is a "description of an actual situation, commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person or persons in the organization." 15 By encouraging reflection beyond the classroom, 17 case scenario-based teaching represents a way to bridge the gap between theory and practice.…”

“…Case studies have been used within different disciplines – including law, business and social sciences – to improve student capacity to: engage; apply theory to practice; consider different views; and analyse data. Cases studies can also enable students to: develop listening and cooperation skills; build partnerships; and brainstorm 15,16 . A case study is a “description of an actual situation, commonly involving a decision, a challenge, an opportunity, a problem or an issue faced by a person or persons in the organization.” 15 By encouraging reflection beyond the classroom, 17 case scenario‐based teaching represents a way to bridge the gap between theory and practice.…”

Community-Led Health Initiatives for Torres Straits Island Communities in a Changing Climate: Implementing Core Values for Mitigation and Adaptation

“…Focusing on the health of Torres Strait Islander Peoples under climate change provides a perspective on the ‘lived experience’, where the ‘big picture’ of climate change is grounded in a ‘stark’ reality [ 1 ]. The further value of this focused approach is that the findings can often be explored and tested in other contexts beyond the Torres Strait region [ 39 ].…”

Application of Problem Cases: Advantages and Disadvantages

“…Проанализировав мнения ученых, можно предположить, что решение кейсов относится к поиску решения проблемы путем выявления проблемы, рассмотрения потенциальных решений, оценки потенциальных рисков и преимуществ каждого решения и соответственно выбора курса действий, что подтверждает положение о том, что обучающиеся развивают навыки решения проблем на протяжении всей своей жизни, поскольку они учатся решать повседневные проблемы [6], [4], [3], [5].…”