Авторы: ,

Рубрика: Педагогика

Опубликовано в Молодой учёный №8 (88) апрель-2 2015 г.

Дата публикации: 18.04.2015

Статья просмотрена: 35 раз

Библиографическое описание:

Пальчевская Е. С., Куимова М. В. About benefits of case-study method in teaching chemistry // Молодой ученый. — 2015. — №8. — С. 1020-1021. — URL https://moluch.ru/archive/88/17705/ (дата обращения: 21.03.2018).

Intelligence plus character — that is the goal of true education

Martin Luther King Jr.

Case studies are a useful tool in teaching various subjects. Case study method is a group, student-centered and results-oriented exercise that includes each learner’s input, provides opportunities for meaningful conversations and holds them accountable for their learning.

In general, researchers put forward the following advantages of case-study method, it promotes:

-        in-depth study of a phenomenon within its real-life context;

-        critical thinking and analytical abilities;

-        communication skills;

-        abilities to defend one’s point of view;

-        tolerance to different views;

-        research skills [2, 4, 5].

In the meantime, case study method is criticized for its disadvantages:

-        inappropriate for elementary level;

-        difficulties of time management;

-        difficulties of the validation of the solutions [3].

Despite these drawbacks, this method is rather productive and its advantages far outweigh its disadvantages. The use of case study includes the following stages:

-        familiarization with the task;

-        analysis of the theoretical material;

-        planning;

-        conducting a research;

-        discussion;

-        summarizing and presentation of the research results;

-        analyses of the findings based on the assessment criteria [6].

Choosing a task for a case study, a teacher should take into account the following crucial requirements:

-        presence of a practical problem with multiple decisions;

-        terminology and style of the problem description correspond to those used in reference and professional literature;

-        theoretical data must be given to learners in a generalized form;

-        self-dependent and creative activity of learners [1].

Using this method, a teacher should plan ahead and think about possible needs and challenges of his learners. He should act as a facilitator who is willing to listen, ask open-ended questions and encourage a further discussion.

There exists a diversity of worthy case study topics for discussion during which learners exchange their experience and thoughts. For example, teaching chemistry, a teacher can use the following cases:

-        Why automobile companies produce cars working on hydrogen fuel? What are the properties of hydrogen fuel?

-        What is oceans’ contribution to the fight with global warming?

-        What are the pros and cons of soy-based foods?

-        What is the contribution of organic chemistry to global food production?

-        What are antibiotic-resistant bacteria? And why are they a challenge of modern medicine?

-        What is the influence of chlorine on a human body while swimming in swimming pools? How can the influence of chlorine be minimized?

-        What are the main sources of water pollution? What are the methods of water purification? Why is there no clean water in nature?

-        What are the possible threats of methanol production to the environment? Can you offer methods to prevent them?

To sum up, it may be said that case-study method is a creative complement to traditional teaching approaches. It establishes opportunities to put theory into practice, builds critical thinking and problem-solving skills, develops learner’s communication skills, creative potential, promotes collaboration and tolerance.




1.      Деркач А. М. Кейс-метод в обучении органической химии: составление и использование заданий // Среднее профессиональное образование. 2010. № 11. С. 45–47.

2.      Cornely K. The use of case studies in an introductory biochemistry course. http://www.ccce.divched.org/sites/www.ccce.divched.org/files/p3_chemconf_cornely_april2011.pdf (accessed April 15, 2015).

3.      Crowe S., Cresswell K., Robertson A., Huby G., Avery A., Sheikh A. The case study approach. http://www.biomedcentral.com/content/pdf/1471–2288–11–100.pdf (accessed April 15, 2015).

4.      Summerfield S., Overton T. L., Belt S. T. Problem solving case studies for analytical and applied chemistry http://www.academia.edu/186900/Problem_based_case_studies_for_analytical_and_applied_chemistry (accessed April 15, 2015).

5.      Zainal Z. Case study as a research method. http://eprints.utm.my/8221/4/48-case-study-as-a-research-method.html_Itemid %3D1328 (accessed April 15, 2015).

6.      Zucker D. M. How to do Case study research. http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1001&context=nursing_faculty_pubs(accessed April 15, 2015).

Основные термины (генерируются автоматически): case study, case study method, case studies, worthy case study, case-study method, case study approach., Z. Case study, teaching various subjects, Martin Luther King, following crucial requirements, communication skills, critical thinking, problem description correspond, S. T. Problem, global food production, applied chemistry http://www.academia.edu/186900/Problem_based_case_studies_for_analytical_and_applied_chemistry, Overton T. L., biochemistry course. http://www.ccce.divched.org/sites/www.ccce.divched.org/files/p3_chemconf_cornely_april2011.pdf, hydrogen fuel, traditional teaching approaches.


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