title: A case-based approach increases student learning outcomes and comprehension of cellular respiration concepts.
abstract: This study investigated student learning outcomes using a case-based approach focused on cellular respiration. Students who used the case study, relative to students who did not use the case study, exhibited a significantly greater learning gain, and demonstrated use of higher-order thinking skills. Preliminary data indicate that after engaging with the case study, students were more likely to answer a question addressing misconceptions about cellular respiration correctly when compared with students who did not use the case study. More rigorous testing is needed to fully elucidate whether case-based learning can effectively clarify student misconceptions related to biological processes.
authors: From the Graduate School, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599. brybar@unc.edu.
authors: Brian J
authors: BJ
authors: Rybarczyk
authors: Antonio T
authors: AT
authors: Baines
authors: Mitch
authors: M
authors: McVey
authors: Joseph T
authors: JT
authors: Thompson
authors: Heather
authors: H
authors: Wilkins