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Reinforcing Constructivist Teaching in Advanced Level Biochemistry through the Introduction of Case-Based Learning Activities

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Title: Reinforcing Constructivist Teaching in Advanced Level Biochemistry through the Introduction of Case-Based Learning Activities
Language: English
Authors: Hartfield, Perry J.
Source: Journal of Learning Design. 2010 3(3):20-31.
Availability: Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail: jld@qut.edu.au; Web site: http://www.jld.qut.edu.au
Peer Reviewed: Y
Physical Description: PDF
Page Count: 12
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Constructivism (Learning), College Science, Biochemistry, Case Method (Teaching Technique), Learning Activities, Science Instruction, Advanced Courses, Undergraduate Students, Student Attitudes, Student Surveys, Problem Solving, Alignment (Education), Curriculum Development
ISSN: 1832-8342
Abstract: In the process of curriculum development, I have integrated a constructivist teaching strategy into an advanced-level biochemistry teaching unit. Specifically, I have introduced case-based learning activities into the teaching/learning framework. These case-based learning activities were designed to develop problem-solving skills, consolidate student learning and understanding, and establish an alignment between major theoretical and conceptual learning material, practical experiences and the assessment items. The evidence presented from student surveys and interviews shows that students perceive that this approach enables the development of problem-solving skills and confirms that students identify a high degree of alignment between teaching and learning activities and assessment. Furthermore, the findings strongly establish that a case-based learning paradigm can facilitate constructive alignment of teaching and learning activities with assessment, and that this approach supports and bolsters student satisfaction and leads to improved student academic performance. (Contains 4 tables and 2 figures.)
Abstractor: As Provided
Number of References: 14
Entry Date: 2010
Accession Number: EJ903928
Database: ERIC
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  Data: Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail: jld@qut.edu.au; Web site: http://www.jld.qut.edu.au
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  Data: In the process of curriculum development, I have integrated a constructivist teaching strategy into an advanced-level biochemistry teaching unit. Specifically, I have introduced case-based learning activities into the teaching/learning framework. These case-based learning activities were designed to develop problem-solving skills, consolidate student learning and understanding, and establish an alignment between major theoretical and conceptual learning material, practical experiences and the assessment items. The evidence presented from student surveys and interviews shows that students perceive that this approach enables the development of problem-solving skills and confirms that students identify a high degree of alignment between teaching and learning activities and assessment. Furthermore, the findings strongly establish that a case-based learning paradigm can facilitate constructive alignment of teaching and learning activities with assessment, and that this approach supports and bolsters student satisfaction and leads to improved student academic performance. (Contains 4 tables and 2 figures.)
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