Here are some helpful links for considering how others value the use of cases in the classroom. We welcome suggestions to add to this list.

Why PBL? 

“Learning begins with a problem…  In problem-based learning (PBL), students work together in small groups to solve real-world problems. PBL is an active and iterative process that engages students to identify what they know, and more importantly, what they don’t know. Their motivation to solve a problem becomes their motivation to find and apply knowledge.”   PBL at UD

Why Investigative Cases? 

“Investigative cases enable students to use their prior knowledge and their own interests to choose a meaningful problem for study.  Students learn science in context as they employ scientific information and methods to investigate and resolve – at least partially – realistic, complex problems. When learning occurs around a specific problem, there is an increased likelihood that this learned material will be better retained and more easily applied to similar situations.”                ICBL at BioQUEST

Faculty Perceptions on the Benefits of Case Teaching  

“We surveyed over 100 science teachers we had trained over a year-and-a-half-long period. One of the things we asked them was what they thought the benefits of case-based teaching were for their students. Here’s what they had to say.”  NCCSTS at UB

Cases and Critical Thinking  

“When we teach, we want our students to learn more than just a collection of facts – we also want them to become better critical thinkers. We believe that carefully constructed cases can provide pedagogical tools that teach not only content knowledge, but also critical thinking skills. We are currently engaged in an NSF-funded study that is looking at whether cases can be used to improve students’ critical thinking skills.” NCCSTS at UB


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