The Case Study Method in Chemistry Teaching: A Systematic Review

Bernardi, Flávia Maggioni; Pazinato, Maurícius Selvero

doi:10.1021/acs.jchemed.1c00733

Cited by 16 publications

(25 citation statements)

References 62 publications

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“…Case studies are considered a prominent teaching method in chemistry education for introducing contents and developing different skills and attitudes, such as argumentation, critical thinking, and scientific communication. − The method consists in the use of narratives about individuals facing dilemmas, encouraging students to become familiar with characters, circumstances, and other characteristics of the case to understand the problem and solve it, which can help students realize the practical applications of scientific content, and see meaning in and be motivated to learn chemistry…”

Section: Interrupted Case Studies: An Overviewmentioning

confidence: 99%

Use of Interrupted Case Studies to Teach Scientific Communication: Examples from the Effects of Mining on Water Resources in Brazil

2023

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The mining industry in Brazil, despite contributing to economic growth, is one of the human activities that negatively impacts the environment. This situation can be contextualized in discussions of several curricular chemistry topics. One way in which science, technology, society, and environmental issues can be discussed in classes is through case studies. This article reports on three interrupted case studies, based on research articles, which were developed and implemented in a Scientific Communication Course offered to first-year undergraduate Chemistry students at the University of Saõ Paulo, Brazil. During two sessions of this course, students, divided in groups, developed hypotheses, chose sampling points and equipment for instrumental analyses, and evaluated data provided in the case studies. Results from a Descending Hierarchical Classification Analysis of oral presentations, performed on IRAMUTEQ software, and from a quiz containing 11 true or false statements (response rate of 79%) provide evidence for the effectiveness of the case studies for conceptual understanding of different topics in chemistry, such as heavy metals, sediments, and principles of instrumental chemical analysis, and for the development of communication and oral presentation skills.

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Section: Interrupted Case Studies: An Overviewmentioning

confidence: 99%

Use of Interrupted Case Studies to Teach Scientific Communication: Examples from the Effects of Mining on Water Resources in Brazil

2023

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“…Within chemistry education, it is not uncommon to see the term ''critical thinking'' in research articles, course assignments, and learning goals (Bernardi and Pazinato, 2022;Dixson et al, 2022;Hunter and Kovarik, 2022) or hear it mentioned in conversation about pedagogy. The prevalence of ''critical thinking'' implies a particular value and importance, and the term's definition is seemingly taken-for-granted and assumed to be universally understood in many contexts.…”

Section: Introductionmentioning

confidence: 99%

Student perceptions of “critical thinking”: insights into clarifying an amorphous construct

Bowen

2022

Chem. Educ. Res. Pract.

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“Critical thinking” has been situated as an important skill or way of thinking in chemistry education. However, despite its perceived importance, there has not been an established consensus definition for chemistry and science education with many resources operating from working definitions. The many definitions obfuscate what “critical thinking” is and entails and thus makes it an amorphous construct within education. Previous work in chemistry education has explored how different groups define “critical thinking” and found that the groups had limited agreement. The work here seeks to expand the literature base on what we know about “critical thinking” by probing perceptions of the construct further. Using semi-structured interviews and constructivist grounded theory, I explored student perceptions of “critical thinking” in the context of organic chemistry courses. From the analysis, I generated four major themes. Students perceived that “critical thinking” (1) involved the application and use of knowledge, (2) was contrasted to passive approaches to learning, particularly rote memorization, (3) was learned from previous experiences prior to organic chemistry, and (4) was motivated by a variety of intrinsic and extrinsic forces. I assert that these overarching commonalities across student perceptions align with the previous literature and the scientific practices in three-dimensional learning, thus offering a potential way forward for clarifying the construct and being more explicit about what we want students to know and do.

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“…Thus, efforts must be made to make the teaching and learning process run well by adjusting class conditions to optimize student learning potential to achieve competency targets. Various strategies can be carried out such as implementing teaching and learning strategies, selecting appropriate learning models and methods, and innovating learning [3], [4], [5].…”

Section: Introductionmentioning

confidence: 99%

The Development of Guided Inquiry-Based Learning Resources as a Strategy to Achieve Student Competence in Analytical Chemistry

Harahap¹,

Situmorang²,

Nurfajriani³

2022

Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 Se

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This study aims to develop and implement an innovative guided inquiry-based learning resource as a strategy for achieving student competence in the teaching of Analytical Chemistry. The research was conducted during the Covid 19 pandemic, involving 30 undergraduate students. Research stages include the development of innovative learning resources with guided inquiry to facilitate students to conduct investigations, include asking, researching, reporting investigation result, and share finding information to hone students higher-order thinking skills (HOTS). A standard inquiry-based learning resource package has been compiled for teaching Cation analysis for undergraduate students. Learning resources and supporting facilities are effective in facilitating students to learn actively in planning and carrying out inquiry assignments and presenting their findings. Thinking skills in the HOTS category have been developed for three aspects, namely the skills to analyze, evaluate, and create for analytical chemistry activities, all of which are classified as very good (M=85.07±1.70). The availability of guided inquiry-based learning resources has succeeded in teaching students to master Cation Analysis, as indicated by the achievement of learning outcomes (M=83.16±4.82) which are classified as good. Guided inquiry-based learning is very appropriate to be used for active learning as a strategy for achieving competence in the field of analytical chemistry

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The Case Study Method in Chemistry Teaching: A Systematic Review

Cited by 16 publications

References 62 publications

Use of Interrupted Case Studies to Teach Scientific Communication: Examples from the Effects of Mining on Water Resources in Brazil

Use of Interrupted Case Studies to Teach Scientific Communication: Examples from the Effects of Mining on Water Resources in Brazil

Student perceptions of “critical thinking”: insights into clarifying an amorphous construct

The Development of Guided Inquiry-Based Learning Resources as a Strategy to Achieve Student Competence in Analytical Chemistry

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