The Effects of Case-Based Instruction on Undergraduate Biology Students’ Understanding of the Nature of Science

Author(s)

Amy BurnistonFollow

Date

5-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Scott Watson

Keywords

Biology, Case Based Instruction, Case Studies, Nature of Science, NOS, Undergraduates

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Other Education

Recommended Citation

Burniston, Amy, "The Effects of Case-Based Instruction on Undergraduate Biology Students’ Understanding of the Nature of Science" (2017). Doctoral Dissertations and Projects. 1471.
https://digitalcommons.liberty.edu/doctoral/1471

Abstract

Undergraduate science education is currently seeing a dramatic pedagogical push towards teaching the philosophies underpinning science as well as an increase in strategies that employ active learning. Many active learning strategies stem from constructivist ideals and have been shown to affect a student’s understanding of how science operates and its impact on society- commonly referred to as the nature of science (NOS). One particular constructivist teaching strategy, case-based instruction (CBI), has been recommended by researchers and science education reformists as an effective instructional strategy for teaching NOS. Furthermore, when coupled with explicit-reflective instruction, CBI has been found to significantly increasing understanding of NOS in elementary and secondary students. However, few studies aimed their research on CBI and NOS towards higher education. Thus, this study uses a quasi-experimental, nonequivalent group design to study the effects of CBI on undergraduate science students understandings of NOS. Undergraduate biology student’s understanding of NOS were assessed using the Views of Science Education (VOSE) instrument pre and post CBI intervention in Cellular and Molecular Biology and Human Anatomy and Physiology II. Data analysis indicated statistically significant differences between students NOS scores in experimental versus control sections for both courses, with experimental groups obtaining higher posttest scores. The results of this study indicate that undergraduate male and female students have similarly poor understandings of NOS and the use of historical case based instruction can be used as a means to increase undergraduate understanding of NOS.