About benefits of case-study method in teaching chemistry | Статья в журнале «Молодой ученый»

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Рубрика: Педагогика

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

Дата публикации: 18.04.2015

Статья просмотрена: 38 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: 25.05.2018).

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).


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