Volume IV: What works, what matters, what lasts
Case-based Learning - BioQUEST
21st Century Pedagogies
Case-based learning (i.e., BioQUEST) is based on the key assumption that: "To understand science as it is practiced, rather than solving already well-formulated problems from a textbook, students must be engaged in problem-posing. To appreciate this, students must learn that they could stand in the field or laboratory forever and no problems would come to them pre-posed."
John R. Jungck
Professor of Biology
Essays, Stories & Reports:
-Excerpted from Seven Paradigms of Science Education
- Matthew Weinstein - Macalester College
"The 3P's of Pedagogy," of Peterson and Jungck.
Resources from other sources:
This site provides a list of publications available on the Web that feature BioQUEST.
Seven Paradigms of Science Education
"This paper examines seven different philosophies of science education pedagogy that are now contending for representation in American Schools: science education grounded in realism, cognitive psychology, inquiry, philosophy and history, Freire, multiculturalism, and cultural studies."
BioQUEST's Pedagogical Philosophy - The 3P's
"After having posed a problem, students need to experience open-ended problem-solving. Real scientific problems do not have answers at the back of the book. The scientist entertains multiple competing hypotheses and makes inferences over a long series of experimental observations."
Archive of the BioQUEST Notes
"This article first appeared in Academic Computing magazine in 1988. It was the "manifesto" of the Project, setting forth some of our collective philosophies and goals for the BioQUEST software. This article will serve as the first of three parts on BioQUEST to appear in Nautilus."
Case Studies in Science: A Novel Method of Science Education
"Case studies have rarely been used in undergraduate science teaching except as occasional stories told by an instructor, perhaps as historical footnotes to general lectures. James B. Conant of Harvard was apparently the first science educator to try and organize an entire course around this mode of teaching (Conant 1949). However, unlike the current practice in business and most other fields, which present cases within a framework of discussion or Socratic dialogue, Conant presented cases entirely in a lecture format. Conant's model did not survive him and other attempts to use the method are not widely known."
What Makes a Good Case?
"A good case tells a story. It must have an interesting plot that relates to the experiences of the audience. It must have a beginning, a middle, and an end. The end may not exist yet; it will be what the students need to supply once the case is discussed."