most of its population is virtually illiterate in science" (NSF, 1996.
Worse, a recent NSF report "Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology" (SME&T) notes that while "America's basic research in science, mathematics and engineering is world-class. Study after study show that students are not able to use the science they have learned to address "real-world" problems (e.g., White, 1988). Introduction Over the last decade there has been a growing realization that, somehow, science teaching and learning must become more effective. In this paper the terms "case study approach" and "case-based learning" are used interchangeably. In investigative case-based learning, however, students develop questions that lend themselves to scientific investigation, they develop reasonable investigative approaches relevant to their questions, gather data and information to provide support for their conclusions, and work to persuade others of their findings. Students work collaboratively to identify issues and frame questions of interest to them, then to identify and manage additional information in answer to their questions. Like many variants of PBL, this is a method of learning and teaching that gives students opportunities to direct their own learning as they explore the science underlying realistically complex situations.
This paper gives background on the investigative case study approach for biology, a variant of problem-based learning (PBL).
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