title: Problem- and case-based learning in science: an introduction to distinctions, values, and outcomes.
abstract: Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge.
authors.affiliation: SHiPS Resource Center, Saint Paul, MN 55104, USA. allch001@umn.edu
authors.forename: Douglas
authors.initials: D
authors.lastname: Allchin
mesh_terms: D003299:Cooperative Behavior; D006801:Humans; D019359:Knowledge; D017145:Models, Educational; D018794:Problem-Based Learning; D012586:Science / Q000193:education*; D013334:Students; D013663:Teaching