Utilizing Case Studies to Increase Engagement and Better Learning Outcomes in Secondary Science Education

Authors

  • Nicholas Amos University of Toledo

Keywords:

case studies, case-based learning, engagement, learning outcomes, secondary science education, motivation, assessment

Abstract

A significant portion of secondary school students lack engagement in science classrooms, and a possible solution could be to listen to how they prefer to learn. A popular answer students suggest for learning information is through real world applications. The use of case studies is a promising answer that implements real world applications in science education and accompanies important scientific explanations to life outside of the classroom. Case-based learning can positively affect important factors of engagement and is an effective approach when compared to traditional teaching methods. Due to an increase in engagement, students may also benefit from case studies by improving their learning outcomes. With the evidence provided, case studies are worthwhile to implement in secondary science classrooms.

References

AMGEN Foundation. (2016, June). Students on STEM: More hands-on, real-world, experiences. Retrieved from https://www.amgeninspires.com/~/media/amgen/full/www-amgeninspires-com/pdf/stem_survey_brief.ashx

Bonney, K. M. (2015). Case study teaching method improves student performance and perceptions of learning gains. Journal of Microbiology & Biology Education, 16(1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846

Boston University Centers for Teaching & Learning. (n.d.). Using case studies to teach. Retrieved April 13, 2021, from https://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/

Chammas, M. (2017). The benefits of using cases in teaching. Halmstad University, 1-14.

Fisher, G. R., Esparza, D., & Olimpo, J. T. (2019). Place-based case studies: A new approach to an effective teaching practice. Journal of Microbiology & Biology Education, 20(1). https://doi.org/10.1128/jmbe.v20i1.1611

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 59-109.

Herreid, C. (2005, May). Using case studies to teach science. ActionBioscience.org. Retrieved from https://files.eric.ed.gov/fulltext/ED485982.pdf

InTeGrate. (2021, February 23). Use real world examples to teach sustainability. Retrieved from https://serc.carleton.edu/integrate/teaching_materials/themes/connect_world/real_examples.html

Jason, Z. (2017, Winter). Bored out of their minds. Ed. Harvard Ed. Magazine. Retrieved from https://www.gse.harvard.edu/news/ed/17/01/bored-out-their-minds

Olgun, O. S., & Adali, B. (2008). Teaching grade 5 life science with a case study approach. Journal of Elementary Science Education, 20(1), 29–44.

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Stanford. (2017). Creating learning outcomes. Retrieved from https://www.bu.edu/provost/files/2017/06/Creating-Learning-Outcomes-Stanford.pdf

Tze, V. M., Daniels, L. M., & Klassen, R. M. (2015). Evaluating the relationship between boredom and academic outcomes: A meta-analysis. Educational Psychology Review, 28(1), 119-144. https://doi.org/10.1007/s10648-015-9301-y

Yalcinkaya, E., Boz, Y., & Erdur-Baker, O. (2012). Is case-based instruction effective in enhancing high school students’ motivation toward chemistry? Science Education International, 23(2), 102–116.

Published

2021-10-01

How to Cite

Amos, N. (2021). Utilizing Case Studies to Increase Engagement and Better Learning Outcomes in Secondary Science Education. Learning to Teach, 10(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/505

Issue

Section

Section on Science