How Can The Case Study Method Be Used To Develop Non-routine Problem Solving In The High School Biology Classroom?

Term

Spring 4-14-2015

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Susan Manikowski

Secondary Advisor/Reader One

Karen Phillips

Peer-Reviewer/Reader Two

Anna Reid

Abstract

The research question addressed in this project was, how can the case study method be used to develop non-routine problem solving in the high school biology classroom? The key factors influencing this capstone include: brain research, how students learn best when provided a realistic, familiar context, and the impact of professional development with the use case studies. The author details research that leads to the development of a curriculum founded on case studies to strengthen non-routine problem solving skills while mastering content. She describes a process to implement this teaching strategy into the high school biology classroom and to evaluate how well students are able to develop non-routine problem solving skills while simultaneously achieving a deep understanding of content.

Keywords

Brain-based Learning, Curriculum, Science

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