Increasing Interest, Confidence and Understanding of Ethical Issues in Science through Case-Based Instructional Technology
PROCEEDINGS
Mary A. Lundeberg, Mark Bergland, Karen Klyczek, Kim Mogen, Doug Johnson, Nina Harmes
American Educational Research Association Annual Meeting,
Abstract
Software designed to promote the use of open-ended investigations in science education was evaluated in a study of whether using case-based simulation enhances students' understanding of ethical issues and data interpretation in science. The software was a DNA gel electrophoresis simulation that enabled students to conduct simulated genetic tests. Students chose a case with a genetic disease, researched the disease, and presented their test results. Forty-three college students, mostly nonscience majors, participated in the study. To evaluate the impact of the case-based simulations, an interdisciplinary team designed and administered qualitative and quantitative measures assessing students' interest, confidence, understanding of ethical issues, and interpretation of data. Students' understanding of ethical issues associated with genetic testing increased significantly for men in the experimental group. The case-based simulation enhanced interest in biology and confidence in understanding biology, particularly for female students. Four appendixes contain a case example, the student survey of interest and confidence, a case analysis task, and the scoring rubric for the task. (Contains 3 figures and 25 references.) (SLD)
Citation
Lundeberg, M.A., Bergland, M., Klyczek, K., Mogen, K., Johnson, D. & Harmes, N. (1999). Increasing Interest, Confidence and Understanding of Ethical Issues in Science through Case-Based Instructional Technology. Presented at American Educational Research Association Annual Meeting 1999. Retrieved August 14, 2024 from https://www.learntechlib.org/p/84972/.
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Cited By
View References & Citations Map-
Understanding, Confidence, Perceptions, Constraints, and Affordances within a Case-Based Multimedia Environment
Aroutis Foster, Viola Manokore, Michael Phillips, Mary Lundeberg & Yovita Gwekwerere, Michigan State University, United States; Mark Bergland & Karen Klyczek, University of Wisconsin-River Falls, United States
EdMedia + Innovate Learning 2006 (June 2006) pp. 2533–2540
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