Variations on an Historical Case Study

Autor/in	Field, Patrick
Titel	Variations on an Historical Case Study
Quelle	In: Journal of College Science Teaching, 36 (2006) 2, S.21-25 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Teaching Methods; Science Teachers; Problem Based Learning; Physiology; Anatomy; Active Learning; Biology; Introductory Courses; Case Studies; Science Instruction; Problem Solving; Critical Thinking; Building Trades + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Problem-based learning; Problemorientiertes Lernen; Physiologie; Anatomie; Aktives Lernen; Biologie; Einführungskurs; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problemlösen; Kritisches Denken; Building trade; Bauwesen; Baugewerbe
Abstract	The National Inquiry Standard for Science Education Preparation requires science teachers to introduce students to scientific inquiry to solve problems by various methods, including active learning in a collaborative environment. In order for science teachers to comply with this inquiry standard, activities must be designed for students to practice these skills, either in open-ended problems or assignments that have specific solutions. The case of Isidro Mejia, a construction worker who had six nails accidentally shot into his head from a nail gun, is the basis for a series of activities that range from the open-ended, Problem-Based Learning type suitable for an introductory undergraduate biology course, to an advanced analytical case study appropriate for graduate-level neuroscience students. This article presents the background of the case study and includes activities for introductory undergraduate biology courses with students with a minimal background in central nervous system (CNS) anatomy, for intermediate/advanced undergraduate anatomy and physiology courses with students with more knowledge of the structure and function of the CNS than the basics learned in introductory biology courses, and for advanced undergraduate/graduate neuroscience courses with students with extensive knowledge of the structures and functions of the CNS. (Contains 4 figures.) (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10