NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1148204
Record Type: Journal
Publication Date: 2017-Jul
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0047-231X
Case Study: Mini-Case Studies: Small Infusions of Active Learning for Large-Lecture Courses
Carloye, Lisa
Journal of College Science Teaching, v46 n6 p63-67 Jul 2017
In this article, the author introduces the usage of case studies to be an excellent method for engaging students through stories. The author notes she developed a series of mini-case studies that can be implemented, with a little advance preparation, within a 10- to 15-minute window during lecture. What makes them "mini" case studies? They take only 10 to 15 minutes of class time, and the case is limited to a single scenario with only a few questions to explore. A mini-case study can be introduced immediately after covering the background material in the lecture period or, alternatively, as a follow-up to preassigned reading and associated learn-before-lecture homework. Mini-case studies can be introduced with relatively small changes to course structure; they offer an easy way to increase student engagement and help students move beyond information gathering as the primary take-away from class to using and applying their developing knowledge.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A