Case studies challenge students to think, to process ideas at a higher and more complex cognitive level, and to experience science as a process rather than as a collection of facts. This article describes an introductory biology course sequence that makes regular and frequent use of case studies, which the auther has found has synergistic pedagogical benefits that extend beyond the benefits of isolated cases.
Details
Type Journal ArticlePub Date 10/1/2006Stock # jcst06_036_02_10Volume 036Issue 02