Case Studies and Problem-Based Learning:

A Perfect Marriage of Content and Context?

Deborah AllenUniversity of Delaware

Annual Conference on Case Study Teaching in ScienceOctober 5, 2007

Buffalo, New York

Case Study & PBL Methods:Is There a Difference?* Once Upon a Time?

PBL•student-centered

•small group

•problems before concepts

*Please note that these are comparisons of the “classic” models

Case Study• instructor-centered• whole class• cases as extension,

application ofconcepts

Case Studies & PBL: The Process

Presentation or formulation of problem

Organize ideas and prior knowledge(What do we know?)

Pose questions (What dowe need to know?)

Assign responsibility for questions; discuss resources

Research questions; summarize; analyze findings

Reconvene, report on research;

Integrate new Information;Refine questions

Resolution of problem;(How did we do?)

Next stage of the problem

The Ideal Undergraduate Science Course Should:

Offer an encounter with processes as well as essential concepts

Be problem-driven Emphasize critical thinking Be taught in the context of topics that students

confront in their lives Help students cope with the explosion of

knowledge by providing them with intellectualtools rather than increasing “coverage”

Report from the National Research Council (1996). From Analysis to Action: Undergraduate Education in Science, Mathematics, Engineering & Technology

Encourage students to identify their own real questions

Apply concepts to other content areas Emphasize questioning, thinking, and problem solving

Challenge students to hypothesize, infer, use logic andrationalization

Use collaborative, small-group work

Integrate and connect concepts in multiple content areas

Zemelman, Daniels and Hyde (1993) Best Practice: New Standards for Teaching and Learning in America’s Schools.

Best Practice in Teaching

Types of Learning Objectives

Content-oriented: subject-specificsubject-specific Understanding, application of specific concepts Correlation, integration of concepts

Process-oriented: global skillsglobal skills Effective communication: verbal and written Acquiring and evaluating information Working effectively with others Higher-order, critical thinking

Skills Used Frequently by Physics Bachelorsin Selected Employment Sectors, 1994

Source: AIP Education and Employment Statistics Division

Hybrid Models for Case Studies/PBL Courses

PBLConcept mapping & other informal assessment

Debates

Lecture

Discussions

Laboratory

Presentations

Exams & other formal assessment

Writing

Hybrid Models for Case Studies/PBL Courses

PBL

Concept mapping & other informal

assessment

Debates

Lecture

Discussions

LaboratoryPresentations

Exams & other formal

assessment

Writing

The Science Semester

Life Science 4 Credits

Earth Science 4 Credits

Physical Science4 Credits

Science Education Methods 3 Credits

15 Credits

A 15-credit science and science pedagogy course for future K-8 teachers

A Typical Day in an Undergraduate PBL Course (But Could be Case

Studies!!)

Larger Class

Smaller Class

“The goals are too broad, too lofty for general education classes. These classes are to fill group requirements, to pick a major. They aren't for the student body to become better people…”

An Case Where Instructor and Student Ideas about Learning Were Not

Well-Aligned

Quote from course evaluations, general educationbiology course using PBL strategies

Cooperative Learning: What the Research Shows

Academic Successhigher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level.

Attitude Effects persistence towards goals, intrinsic

motivation, applying learning in other situations, greater time on task

Johnson, Johnson, and Smith (1998 ) AAHE Prism. Feb. 1998Springer, Stanne, & Donovan. (1999). Review of Educational Research 69:21-52.

PBL Outcomes at UD

Gains in critical thinking skills?Inconclusive

Barriers to research on PBL?Randomization, blinding difficultMany uncontrollable variables: variants in PBL, resources,

motivationAppropriate outcome measures: content knowledge vs.

process skills

Are They Learning Essential Content?

UD Case Study: Introductory physics for pre-meds

Comparison with national data base(force-concepts inventory)

UD Case Study: Introductory biology for majorsPre- and post-test comparison with non-PBL sectionsComparison of exam scores with non-PBL section

taught by same instructor

Major Research Questions:

What do students think about their PBL experiences? Course evaluations Tracking student comments via focus groups Internships/practicum/research experience and PBL Alumni Surveys

Does PBL have more global effects on students beyond content learning? Longitudinal Assessment of Cognitive Development

What are the key experiences from the faculty’s perspective relating to PBL? Document numbers of faculty using PBL or other AL

PBL Outcomes at UD

Exposure to PBL improves number and quality of student-faculty interactions.

Structured focus groups about PBL:increased comfort and inclusion in class.

increased ability to consider, evaluate, and respect different points of view.

improved communication and interpersonal skills.

made course content more interesting.

Additional Types of Assessment

Individual contributions to group function in general and/or to specific group assignments and products

Peer evaluation (student to student)

Periodic evaluation of key course elements

Periodic evaluation of the instructor – student and faculty point of view

PBL Outcomes at UD

Gains in critical thinking skills?Inconclusive

Barriers to research on PBL at UD?Many different models of PBL used (hybrids).

Absence of a PBL curriculum track.

Acknowledgments

John Cavanaugh, Vice ProvostBarbara Duch, MSERCKaren Bauer, Institutional ResearchGabriele Bauer, Center for Teaching EffectivenessMany colleagues in the biology department, including:

Linda Dion, Flo Schmieg, Jane Noble-Harvey, Richard Donham, Gary Laverty, David Sheppard

Supported by a grant from the Pew Charitable Trusts

The Perry ModelStages of epistemological and ethical growth

Includes Ability To:Understand the nature of knowledge, and

how it is acquiredInterpret the roles of authorityMake decisions about complex life

dilemmas

Perry, W. G. (1979). Forms of intellectual and ethical development in the college years. Holt, Rhinehart & Winston.

A “Stripped Down Perry Model – Translation into Student-Learner Characteristics*

Cue Characteristics Dualism

Positions 1, 2

Multiplicity 3, 4 Contextual Relativism 5

View of knowledge and learning

Knowledge is an objective and absolute collection of information; focus on what to learn – content, facts.

(3) “Good” learning is practical, relevant; focus on how to learn – processes, methods. (4) Focus on how to think (new methods).

Most knowledge consists of beliefs justified by argument - rules of adequacy to judge knowledge; focus on how to think in context.

Role of authority Authority knows the answer and dictates the truth – is responsible for the learning.

(3) Multiple roles, including source of method to right answer. Provides different points of view. (4) Source of ways to think; discounts expertise.

Source of expertise in certain areas; mutuality of learning

Positions 6-9 are Committed Relativism

A “Stripped Down Perry Model – Translation into Student-Learner Characteristics*

Cue Characteristics Dualism

Positions 1, 2

Multiplicity 3, 4a Contextual Relativism 4b-5

Role of learners/peers

Learner responsibility is to produce information; peers rarely mentioned.

(3) Learner responsibility is to work hard; peers as interesting sources of diversity. (4) Learner responsibility is to think independently; peers have right to own opinion.

Learner responsibility is to exercise the mind; peers as legitimate sources of learning.

Atmosphere Safe learning environment – structured, with preference for traditional formal process.

(3) Variety of methods endorsed; accepts less formal and traditional processes. (4) Rejects rote learning.

Excited by ideas; endorses search for synthesis.

*Adapted from Knefelkamp, LL and J. L. Cornfeld 1979. Combining student stage and style in the design of learning environments. CADI.

Measure of Intellectual Development Study

Interviews, essays of 44 1st or 2nd-year students, plus 5 peer facilitators

Scored by 2 independent raters, Center for the Study of Intellectual Development (William S. Moore, Director; originally Knefelkamp)

10 possible scores:

222, 223, 233, 333, 334, 344, 444, 445, 455, 555

Sample MID Essay Prompt

Describe the best course you’ve experienced in your education. What made it positive for you? Feel free to go into as much detail as you think is necessary to give a clear idea of the course. For example, you might want to discuss areas such as the subject matter, class activities, what the teacher was like, the atmosphere of the class, the evaluation procedures – whatever you think was the most important in making the experience positive for you. Please be as specific as possible in your response, describing as completely as you can why the issues you discuss stand out to you as important

MID Observations

6

10

7

15

6

1 1

0

2

4

6

8

10

12

14

16

Perry Position

Nu

mb

er

of

Ind

ivid

ua

ls

223 233 333 334 344 444 555

Using the Perry Model to Design Instruction

More independent learning environment Professor as source of expertise or guide Encourage students to develop their own definition of

problems and work out their own solutions. Let students select their own labs and modify design Team learning Test across the whole range of Bloom’s Taxonomy

Features of courses that support relativistic students and challenge multiplistic ones:

Adapted from Finster, D. C. (1991). Developmental instruction: Part II. Application of the Perry model to general chemistry. J. Chem. Ed. 68, 752-756.

Using the Perry Model to Design Instruction

Features of courses that support multiplistic students and challenge dualist ones: Organize the course with some opportunity for flexibility in terms

of content and sequencing Provide directions about how to generate problem-solving

strategies (rather than presenting rote examples) Discuss different approaches to models, interpretation of data, etc. Use sources beyond professor and text Provide concrete experiences that rely less on authority and

more on peers and self; e.g. team projects, case studies

Adapted from Finster, D. C. (1991). Developmental instruction: Part II. Application of the Perry model to general chemistry. J. Chem. Ed. 68, 752-756.

Compelling Features of Case Studies/PBLfor New Adapters

Modeled on how students learn.With information overload, prepares

students to be “life-long learners.”More realistic curriculum prepares students

for world outside the classroom.Ensures more up-to-date materials, content.Generates enthusiasm among faculty.

Boud and Feletti, 1998

Acknowledgements

PBL in Introductory Sci.

Barbara Duch – retired from MSERC

Susan Groh – Chem & Biochem

Sheella Mierson, Biology

David Onn, Physics & Astronomy

Hal White, PI – Chem. & Biochem.

Supported by NSF DUE