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Biochem Mol Biol Educ. 2007 May;35(3):181-6. doi: 10.1002/bmb.40.

A case-based approach increases student learning outcomes and comprehension of cellular respiration concepts.

Author information

1
From the Graduate School, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599. brybar@unc.edu.

Abstract

This study investigated student learning outcomes using a case-based approach focused on cellular respiration. Students who used the case study, relative to students who did not use the case study, exhibited a significantly greater learning gain, and demonstrated use of higher-order thinking skills. Preliminary data indicate that after engaging with the case study, students were more likely to answer a question addressing misconceptions about cellular respiration correctly when compared with students who did not use the case study. More rigorous testing is needed to fully elucidate whether case-based learning can effectively clarify student misconceptions related to biological processes.

PMID:
21591085
DOI:
10.1002/bmb.40
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