Perspectives on Case-based Multimedia Web Projects in Science

This article discusses the merits of case-based learning in an interactive online environment. Researchers used both qualitative and quantitative research over a 2-year period to examine the learning that occurred in a high school context when students were engaged in a case-based multimedia project. Part of the Case It! project, students played both the role of laboratory technician performing and presenting research as well as professionals using the information in their practice. Students were required to use three types of simulation software developed exclusively for the Case It! project. Results were measured using both pre- and post-tests, artifacts students created such as Web posters, records of Internet conferences, and interviews from both the students and the teacher involved in this project. Researches found the online format of the lesson fostered a higher level of questioning and problem solving skills, as well as extended explanations and discussions of ethics in science. Educational levels: Graduate or professional

The Impact of a Campus-Based 4-H Summer Conference Program on Youth Thriving

In 2014 the Oregon 4-H program adopted a new program model to describe and evaluate the impact of 4-H on youths. The model is based on promoting thriving in young people, with an emphasis on high program quality. This article discusses the impact on thriving in 378 youth participants of the 4-H Summer Conference (4-HSC) program. The results of the study conducted provide preliminary support for the validity of the program model as well as the impact of the 4-HSC program on participants. Additionally, the study has implications for the use of program models in translating research into practice across Extension programs

Case It! - a collaborative BioQUEST project to enhance case-based learning in university and high school biology education worldwide via molecular biology computer simulations and Internet conferencing

Case It! is a National Science Foundation-sponsored project initiated by participants in the BioQUEST Curriculum Consortium. The goal of this project is to enhance case-based learning in high school and university biology courses worldwide via molecular biology computer simulations and Internet "poster sessions". Students first play the roles of laboratory technicians as they analyze DNA sequences associated with particular cases and construct web page posters giving results of genetic testing. They then play the roles of genetics counsellors and family members as they ask and answer questions concerning these tests. To accomplish this, students use three software tools: Case It! Investigator1 to gather background information, the Case It! simulation2 to analyze DNA, and the Case It! Launch Pad3 to access a web page editor and Internet conferencing system. (Note: The latest versions of both the Macintosh and PC versions of Case It! Investigator and the Case It! simulation are currently available for downloading4, free of charge for educational use. These two applications are also part of the BioQUEST Library of inquiry-based software.) Although the Case It! simulation works with any DNA sequence, we have concentrated on human genetic disease cases because of the high degree of student interest in these cases and ethical ramifications which make them particularly well suited for spirited discussion and debate. Cases developed and class-tested to date include Alzheimer's disease, breast cancer, sickle-cell disease, muscular dystrophy, cystic fibrosis, phenylketonuria, Huntington's disease, and fragile-X syndrome

Using Questioning to Facilitate Discussion of Science Teaching Problems in Teacher Professional Development

Previous research has shown that questioning is a key strategy that facilitators use to promote discussion in Problem-Based Learning (PBL). Yet, there is a lack of detailed understanding on what questions facilitators ask and how those questions affect discussion. In this study we examined different types of questions that experienced facilitators asked to promote discussion of teaching problems in professional development for science teachers. We videotaped six PBL sessions facilitated by three pairs of experienced facilitators. Data analysis showed that facilitators asked a set of questions to initiate and advance PBL discourse, including questions to solicit ideas, to reframe ideas, to clarify ideas, to push for elaboration, to check for interpretation, and to connect to teachers’ classroom practice. This study has implications for the development of PBL facilitators

Measuring Teachers’ Learning from a Problem-Based Learning Approach to Professional Development in Science Education

In this study we measured changes in science teachers’ conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year that focused on deepening their content understanding and their teaching practices. We analyzed teachers’ short writings and concept map depictions of their understanding, and found teachers significantly developed components of pedagogical content knowledge and clinical reasoning, such as knowledge of assessment. Gains on conceptual understanding of science, however, were limited to one group of teachers. We conclude that this PBL approach to professional development advanced components of science teachers’ strategic pedagogical content knowledge and discuss the ongoing challenges in measuring changes in teachers’ understanding in the context of an evolving PBL model of professional development

IF YOU BUILD IT, WHY WILL THEY COME BACK? - MOTIVATION OF TEACHERS TO REENROLL IN A PROFESSIONAL DEVELOPMENT PROJECT Problem-Based Learning Project for Teachers Michigan State University

Abstract This qualitative study was conducted to understand teacher motivation to re-enroll in an extended professional development program. Data were collected from interviews with four teachers. We found that teachers made decisions to reenroll based on their perceived utility value of learning in this professional development, and that teachers were intrinsically motivated to explore their inquiry. We also found that providing teachers with autonomy to select learning issues and constructing extended learning communities could enhance teachers' perceived utility value of engagement and provoke teachers to generate new inquiry. Other factors, such as extrinsic incentives and an encouraging school culture also played a positive role on teachers' re-enrollment. Additionally, teachers had little concern about their capabilities to achieve learning tasks during their participation