A case‐based approach increases student learning outcomes and comprehension of cellular respiration concepts

Rybarczyk, Brian J.; Baínes, Andrew D.; McVey, Mitch; Thompson, Joseph T.; Wilkins, Heather R.

doi:10.1002/bmb.40

Cited by 53 publications

(45 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The lecturer who implemented case-based learning improved students' thinking ability as much as 40% using up to date cases (Hasslöf et al, 2014). Case-based learning improves the content retention and decreases misconception (Rybarczyk et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…We use the term model of teaching refers to the explanation Arends (2012). The socio-biological case-based learning is a pedagogical method that uses cases and issues in society related to the concept of biological science as a foundation of inquiry and scientific thinking (Rybarczyk et al, 2007). The socio-biological case-based learning provides students practice inquiry activities, highorder thinking skills, and collaborative skills in studying biological processes in the relevant real world context.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Enhancement of Students’ Biological Literacy and Critical Thinking of Biology through Socio-Biological Case-Based Learning

Suwono¹,

Pratiwi

Susanto

et al. 2017

JPII

View full text Add to dashboard Cite

Biology is a leading science and a foundation in everyday life for all people. Biology student teachers need to be equipped with biological literacy and critical thinking skills in order to teach biology in the future. This research is aimed at determining the effect of socio-biological case-based learning on biological literacy and critical thinking skills of biology student teachers compared with the traditional learning (lecture-based learning). Socio-biological case-based learning is a model of problem-based learning by placing biological cases as a problem to be explained and solved through a series of investigative activities. This research was a quasi-experimental conducted at the Department of Biology, Universitas Negeri Malang. The research samples were the first year students who programmed the General Biology course, consisting of 29 students as a control group and 33 students as experimental group. This research was conducted in September-December 2015. The data of biological literacy and critical thinking were collected from pre-test and post-test. The data were analyzed using ANCOVA test. The research showed that there was a significant difference of biological literacy and critical thinking skills between the students taught by using socio-biological case-based learning and those taught by using lecture-based learning. The research indicated that the socio-biological case-based learning could enhance the biological literacy and critical thinking skills of biology students teachers.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enhancement of Students’ Biological Literacy and Critical Thinking of Biology through Socio-Biological Case-Based Learning

Suwono¹,

Pratiwi

Susanto

et al. 2017

JPII

View full text Add to dashboard Cite

show abstract

“…Case studies done in collaborative settings have been shown to decrease failure rates (Cliff and Wright 1996;Freeman et al 2007;Hartfield 2010) and to facilitate learning at higher levels of Bloom's taxonomy (Bloom 1956), more than lecturing alone (Davies 2004;Fardilha et al 2010;Perin 2011;Rybarczyk et al 2007). In most variants of CBL, students, in small groups, are challenged to listen and to make trade-offs with one another while confronting their own assumptions and values related to a topic (Chaplin 2009).…”

Section: What Is It?mentioning

confidence: 97%

Evidence-informed strategies for undergraduate nutrition education: a review

Newton

Bettger

Buchholz³

et al. 2015

Appl. Physiol. Nutr. Metab.

View full text Add to dashboard Cite

This review focuses on evidence-informed strategies to enhance learning in undergraduate nutrition education. Here, we describe the general shift in undergraduate education from a teacher-centered model of teaching to a student-centered model and present approaches that have been proposed to address the challenges associated with this shift. We further discuss case-based, project-based, and community-based learning, patient simulation, and virtual clinical trials as educational strategies to improve students' critical thinking and problem-solving skills; these strategies are well suited to the teaching of undergraduate nutrition. The strategies are defined, and we discuss the potential benefits to students and how they can be applied specifically to the teaching of undergraduate nutrition. Finally, we provide a critical analysis of the limitations associated with these techniques and propose several directions for future research, including research methodologies that may best evaluate teaching strategies in terms of both teaching and learning outcomes. Consideration of these evidence-informed strategies is warranted, given their ability to encourage students to develop relevant skills that will facilitate their transition beyond the university classroom.

show abstract

“…While Wood and Anderson had done study on Case-based Learning and revealed that the case-based learning method could improve teachers' skill in giving question effectively because cases could give opportunity for the teachers to think based on the reality [4]. In addition, Rybarczyk et al had stated that the use of case-based learning was very comprehensive with other learning objectives such as minimalize students' understanding and improving students' learning motivation [5].…”

Section: Diagram 1 Cycles On Cased-based Learningmentioning

confidence: 99%

Developing Case-Based Learning Oriented Biology Module to Improve Senior High School Students' Critical Thinking Skill

Arnyana¹,

Upadianti²,

Suma³

2017

Proceedings of the 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017)

View full text Add to dashboard Cite

Abstract-This study aimed to develop and validate theCase-based Learning module to improve the critical thinking skills of high school students. The development model used was the 4-D model that includes, define, design, develope, and disseminate. Module validation was conducted through validity test, practicability test, and effectiveness test which revealed that the module developed has a very high validity with an average score of 4.25 with a very high practicality with an average score of 4.21, and it has the effectiveness to improve critical thinking skills with an average value of the critical thinking skill test of 85.92. Result of t test get t value 22,567> t table (1,868) which means that there is a significant improvement of critical thinking skill of students after the implementation of the module. Thus, the module developed is valid, practical, and effective to improve critical thinking skill of high school student.

show abstract

A case‐based approach increases student learning outcomes and comprehension of cellular respiration concepts

Cited by 53 publications

References 16 publications

Enhancement of Students’ Biological Literacy and Critical Thinking of Biology through Socio-Biological Case-Based Learning

Enhancement of Students’ Biological Literacy and Critical Thinking of Biology through Socio-Biological Case-Based Learning

Evidence-informed strategies for undergraduate nutrition education: a review

Developing Case-Based Learning Oriented Biology Module to Improve Senior High School Students' Critical Thinking Skill

Contact Info

Product

Resources

About