The Case Study Method in Chemistry Teaching: A Systematic Review
Saved in:
| Title: | The Case Study Method in Chemistry Teaching: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Bernardi, Fla´via M. (ORCID |
| Source: | Journal of Chemical Education. Mar 2022 99(3):1211-1219. |
| Availability: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Chemistry, Literature Reviews, Case Method (Teaching Technique), Problem Solving, Science Instruction, Critical Thinking |
| DOI: | 10.1021/acs.jchemed.1c00733 |
| ISSN: | 0021-9584 |
| Abstract: | The Case Study (CS) method is a teaching methodology based on constructivism and centered on students, which actively develops their learning. Through the study of a case, which can be a real or fictional story based on everyday life, the student is asked to solve a dilemma and thus is expected to develop higher skills. Through this systematic review, it was possible to analyze the research studies about the CS methodology in the area of chemistry teaching in the past decade (2010 to 2019) in relation to the objectives sought with the use of the method, formats of application, and main results obtained. The research was carried out using the SciFinder and Education Resources Information Center databases. A total of 42 articles were analyzed, most of them focused on higher education, and covered several chemistry areas with emphasis on general chemistry. Most of the time, cases are applied to small groups of students, which seeks to promote dialogue and collaboration. The results of the articles indicate that the CS method can be effective for developing higher skills such as critical thinking and communication, in addition to stimulating curiosity and engagement. However, concerning the subjects' perceptions involved in the researched contexts, some teachers are resistant, but most students are receptive and approve the CS employment in the classes. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1328730 |
| Database: | ERIC |
| Abstract: | The Case Study (CS) method is a teaching methodology based on constructivism and centered on students, which actively develops their learning. Through the study of a case, which can be a real or fictional story based on everyday life, the student is asked to solve a dilemma and thus is expected to develop higher skills. Through this systematic review, it was possible to analyze the research studies about the CS methodology in the area of chemistry teaching in the past decade (2010 to 2019) in relation to the objectives sought with the use of the method, formats of application, and main results obtained. The research was carried out using the SciFinder and Education Resources Information Center databases. A total of 42 articles were analyzed, most of them focused on higher education, and covered several chemistry areas with emphasis on general chemistry. Most of the time, cases are applied to small groups of students, which seeks to promote dialogue and collaboration. The results of the articles indicate that the CS method can be effective for developing higher skills such as critical thinking and communication, in addition to stimulating curiosity and engagement. However, concerning the subjects' perceptions involved in the researched contexts, some teachers are resistant, but most students are receptive and approve the CS employment in the classes. |
|---|---|
| ISSN: | 0021-9584 |
| DOI: | 10.1021/acs.jchemed.1c00733 |
