A case‐based approach increases student learning outcomes and comprehension of cellular respiration concepts

This study investigated student learning outcomes using a case‐based approach focused on cellular respiration. Students who used the case study, relative to students who did not use the case study, exhibited a significantly greater learning gain, and demonstrated use of higher‐order thinking skills. Preliminary data indicate that after engaging with the case study, students were more likely to answer a question addressing misconceptions about cellular respiration correctly when compared with students who did not use the case study. More rigorous testing is needed to fully elucidate whether case‐based learning can effectively clarify student misconceptions related to biological processes.

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