Keynote: Exploring Global Connections with Cases

How Stories Teach: Writing Case Studies to Internationalize Science Education

College of Agricultural and Life Sciences    UW-Madison WI

Friday, March 16 2012

8:00am to 1:45pm

Union South

Investigating the commercial apple industry and water footprints through a case at the IUBS BioEd Workshop held at the University of Western Cape in Cape Town, ZA in 2009.

Participants and presenters will explore the design and use of science cases that include global connections.  The concept of science as a global endeavor is generally understood as the public follows international efforts in public health and environmental crises.  The role of science education as a global endeavor is much less accessible despite efforts of the United Nations, World Health Organization, and organizations such as the International Union of Biological Scientists (IUBS).

Preparing students to be scientifically literate citizens as well introducing what it means to be a scientist is a challenging role for faculty.  Engaging our students in the asking of questions and problem solving is becoming increasingly interdisciplinary and global in terms of methodology, tools, and data. (NSF, 2008; NRC, 2009; AAAS, 2010; UNESCO, 2010; MOE, 2010) Case-based learning offers opportunities to connect with the issues and the science with a broader world view.


To read a review of this workshop session,  see .


GlobalConnections (Powerpoint)


 Apple Talk


   Worldmapper website




Paul’s Puzzle




Visualizing Data:   Global Carbon Emissions



 Donor’s Dilemma

Note: See Case Analysis Form  and Case Analysis Form Results


Biology International:  Journal of the International Union of Biological Sciences

Developing 21st Century Skills with Investigative Cases: Building Global Awareness and Informing Choices about Energy
Ethel D. Stanley, BioQUEST, USA
Margaret A. Waterman, Southeast Missouri State University, USA
Darren J. S. Wong, NIE,  Nanyang Technological University, Singapore
Hong Kim Tan, Department of Natural Science and Science Education,  NIE, Singapore




Who's teaching? Who's learning? (Atebara, 1987)

Using Investigative Cases








American Association for the Advancement of Science. (2010). Vision and Change in Undergraduate Biology Education: A Call to Action. Washington, DC: AAAS (Accessed Mar 2012)


Herreid, C.F. (Ed.) (2007). Start with a Story: The Case Study Method of Teaching College Science. Arlington, VA: National Science Teachers Association

National Science Foundation. (2008). Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge. Washington, DC: NSF. (Accessed Mar 2012)

National Research Council. (2000). How People Learn: Brain, Mind, Experience and School. Washington, DC: National Academy Press. (Accessed Mar 2012)

National Research Council. (2009). A New Biology for the 21st Century. Washington, DC: National Academy Press. (Accessed Mar 2012)

Singapore Ministry of Education. (2010 a). MOE to Enhance Learning of 21st Century Competencies and Strengthen Art, Music and Physical Education. (Accessed Dec 2011)

Singapore Ministry of Education. (2010 b). Nurturing Our Young for the Future: Competencies for the 21st Century. (Accessed Dec 2011)

Stanley, E. and M. Waterman. (2003). Using Investigative Cases in Geoscience. (Accessed Dec 2011)

Waterman, M. and E. Stanley. (2010). Biological Inquiry: A Workbook of Investigative Cases. (3rd. ed.) San Francisco: Benjamin Cummings

United Nations Educational, Scientific and Cultural Organization. (2010). ICT Competency Framework for Teachers. (Accessed Dec 2011)

University of California Museum of Paleontology. (2012). Understanding Science: What is Science? (Accessed Mar 2012)

Vohra, Faquir C. (2000). Changing Trends in Biology Education: An International Perspective. (Accessed Mar 2012)

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