Samia Khan

Redefining Case Study

In this paper the authors propose a more precise and encompassing definition of case study than is usually found. They support their definition by clarifying that case study is neither a method nor a methodology nor a research design as suggested by others. They use a case study prototype of their own design to propose common properties of case study and demonstrate how these properties support their definition. Next, they present several living myths about case study and refute them in relation to their definition. Finally, they discuss the interplay between the terms case study and unit of analysis to further delineate their definition of case study. The target audiences for this paper include case study researchers, research design and methods instructors, and graduate students interested in case study research.

ACTIVE-LEARNING METHODS TO IMPROVE STUDENT PERFORMANCE AND SCIENTIFIC INTEREST IN A LARGE INTRODUCTORY OCEANOGRAPHY COURSE

Teaching methods that are often recommended to improve the learning environment in college science courses include cooperative learning, adding inquiry-based activities to traditional lectures, and engaging students in projects or investigations. Two questions often surround these efforts: 1) can these methods be used in large classes; and 2) how do we know that they are increasing student learning? At the University of Massachusetts, we have transformed the environment of a large-enrollment oceanography course (600 students) by modifying lectures to include cooperative learning via interactive in-class exercises and directed discussion. Assessments were redesigned as “two-stage” exams with a significant collaborative component. Results of student surveys, course evaluations, and exam performance demonstrate that learning of the subject under these conditions has improved. Student achievement shows measurable and statistically significant increases in information recall, analytical skills, and quantitative reasoning. There is evidence from both student surveys and student interview comments that for the majority of students, the course increased their interest in science — a difficult effect to achieve with this population.

ICT in Science Education: A Quasi-Experimental Study of Achievement, Attitudes toward Science, and Career Aspirations of Korean Middle School Students

The Seventh School Curriculum Reform in Korea was introduced in 2000 to prepare school‐aged Koreans for an information and knowledge‐based society. The reform effort emphasises information and communication technology (ICT) in the K–12 curriculum and a learner‐centred pedagogy. This study examines the contributions of ICT, specifically, computer‐assisted instruction (CAI), in Korean science classrooms. A sample of 234 Korean middle school students was categorised into five achievement groups. Data were collected from pre‐ and post‐achievement test scores and pre‐ and post‐questionnaires for attitudes toward science, future courses, and career aspirations in science. Findings include: (1) the lowest achievement group showed the most significant improvement after CAI (p=.000); (2) an improvement in student achievement in science significantly influenced students’ attitudes toward science (p=.019), future course selections, and career aspirations related to science (p=.000); and (3) boys tended to perform better with CAI than girls. This research provides evidence that CAI has the potential to help lower achieving students in Korean science classes and may encourage enrolment in science.

What's Missing in Model-Based Teaching.

In this study, the author investigated how four science teachers employed model-based teaching (MBT) over a 1-year period. The purpose of the research was to develop a baseline of the fundamental and specific dimensions of MBT that are present and absent in science teaching. Teacher interviews, classroom observations, and pre and post-student assessments were gathered. Using a Generate-Evaluate-Modify framework as a theoretical guide, the author identified three fundamental aspects of MBT that were not apparent in an analysis of the teaching methods. Drawing on these findings, the author hypothesizes the consequent impact of the absence of these aspects on MBT on students’ experiences and performance in science. Implications for core science teacher professional development activities on MBT are discussed.

The role of student‐generated analogies in promoting conceptual understanding for undergraduate chemistry students

This article reports on the value of using student‐generated analogies with undergraduate science students as a strategy for promoting conceptual understanding. A quantitative study was undertaken involving students in four sections of an introductory chemistry course for prospective science majors attending a four year college in British Columbia, Canada. Students in one section of the course developed, performed and discussed analogies representing a conceptually difficult chemistry topic. Students in three other sections received instruction on the same topic via a teacher‐generated analogy combined with in‐class discussion. To assess the impact of student‐generated analogies, students’ performance on a final exam question was compared across the four sections and their answers were analyzed for evidence of depth of conceptual understanding. Students who generated their own analogies performed significantly better in the exam and demonstrated a greater level of conceptual understanding than students who were presented with a teacher‐derived analogy. It is particularly noteworthy that lower‐achieving students who devised and enacted analogies for their peers significantly out‐performed their counterparts who received more traditional instruction.

Hypertension management research priorities from patients, caregivers, and healthcare providers: A report from the Hypertension Canada Priority Setting Partnership Group

Patient‐ and stakeholder‐oriented research is vital to improving the relevance of research. The authors aimed to identify the 10 most important research priorities of patients, caregivers, and healthcare providers (family physicians, nurses, nurse practitioners, pharmacists, and dietitians) for hypertension management. Using the James Lind Alliance approach, a national web‐based survey asked patients, caregivers, and care providers to submit their unanswered questions on hypertension management. Questions already answered from randomized controlled trial evidence were removed. A priority setting process of patient, caregiver, and healthcare providers then ranked the final top 10 research priorities in an in‐person meeting. There were 386 respondents who submitted 598 questions after exclusions. Of the respondents, 78% were patients or caregivers, 29% lived in rural areas, 78% were aged 50 to 80 years, and 75% were women. The 598 questions were distilled to 42 unique questions and from this list, the top 10 research questions prioritized included determining the combinations of healthy lifestyle modifications to reduce the need for antihypertensive medications, stress management interventions, evaluating treatment strategies based on out‐of‐office blood pressure compared with conventional (office) blood pressure, education tools and technologies to improve patient motivation and health behavior change, management strategies for ethnic groups, evaluating natural and alternative treatments, and the optimal role of different healthcare providers and caregivers in supporting patients with hypertension. These priorities can be used to guide clinicians, researchers, and funding bodies on areas that are a high priority for hypertension management research for patients, caregivers, and healthcare providers. This also highlights priority areas for improved knowledge translation and delivering patient‐centered care.

Evaluating the Need for Intelligence in an Adaptive Hypermedia System

We described a formative evaluation of Tectonica Interactive, an introductory geology hyper-book that was authored and delivered using the MetaLinks software. MetaLinks is a framework and authoring tool for the creation of adaptive hypermedia documents that support the learners exploration of richly interconnected material. The formative evaluation involved 19 subjects, and data was collected from navigation traces, a questionnaire, focus-group discussions, and think-aloud interviews. We interpret the results in terms of how the system addresses the issues of disorientation, cognitive overload, discontinuous flow (poor narrative flow or poor conceptual flow), and content non-readiness. We were interested in how features of the current implementation address these issues, and we were looking for evidence for the need of more advanced (adaptive and/or intelligent) features.

Online information seeking and knowledge sharing practices of science teachers

Despite a preponderance of research into student online information seeking behaviors, we still know precious little about the online information seeking of their teachers. Yet teachersare the ones who shape thecurriculum in the classroom and shape the way Information and Communication Technology (ICT) is utilized in formal learning contexts. Online information resources are particularly important for science teachers, who require sound, up-to-date knowledge in a field where new breakthroughs are always emerging. To better understand the way science teachers use and share information online, the research team performed five casestudies, followingfive science teachers’ online behaviors for their classroom practice over the course of three months, collecting initial data through aquestionnaire, two interviews, and longitudinal web histories. This study contributes to a broader understanding of information behavior of professional practice, and provides valuable information about an understudied group of users.

Adopt a Bacterium – an active and collaborative learning experience in microbiology based on social media

The “Adopt a Bacterium” project is based on the use of social network as a tool in Microbiology undergraduate education, improving student learning and encouraging students to participate in collaborative learning. The approach involves active participation of both students and teachers, emphasizing knowledge exchange, based on widely used social media. Students were organized in groups and asked to adopt a specific bacterial genus and, subsequently, submit posts about “adopted genus”. The formative assessment is based on posting information on Facebook®, and the summative assessment involves presentation of seminars about the adopted theme. To evaluate the project, students filled out three anonymous and voluntary surveys. Most of the students enjoyed the activities and positively evaluated the experience. A large amount of students declared a change in their attitude towards the way they processed information, especially regarding the use of scientific sources. Finally, we evaluated knowledge retention six months after the end of the course and students were able to recall relevant Microbiology concepts. Our results suggest that the “Adopt a Bacterium” project represents a useful strategy in Microbiology learning and may be applied to other academic fields.