A Comparison of Lecture and Case Study Methods of Teaching in a College Science Classroom: A Quantitative Study

Autor/in	Marolf, Cindy J.
Titel	A Comparison of Lecture and Case Study Methods of Teaching in a College Science Classroom: A Quantitative Study
Quelle	(2016), (119 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Nebraska - Lincoln
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-2646-9
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Teaching Methods; Lecture Method; Comparative Analysis; Retention (Psychology); Instructional Effectiveness; Science Tests; College Students; Anatomy; Physiology; Advanced Courses; Computer Software; Notetaking; Units of Study; Science Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Merkfähigkeit; Unterrichtserfolg; Collegestudent; Anatomie; Physiologie; Fortgeschrittenenunterricht; Lerneinheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The purpose of this study was to provide quantitative data about the effectiveness of the traditional lecture method of teaching in a college science course in contrast with an interactive case study method of teaching and learning. The study investigated one professor's teaching an Advanced Human Anatomy and Physiology course at Nebraska Wesleyan University. One unit of material was taught using the traditional didactic lecture method whereby students were passive participants in the classroom with the instructor delivering content using PowerPoint presentations and students taking notes. The second unit of material was taught using a 20-minute lecture followed by a case study entitled Osteoporosis from the National Center for Case Study Teaching in Science (NCCSTS) catalog of cases. Results showed no difference in students' exam performance between the two teaching methods. In addition, there was no statistical difference in retention of information four months following the first exam. With regards to students' perceived effectiveness of teaching methods, they showed a slight preference for didactic lecture as a teaching method as compared to the use of a case study method. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01