About Teaching with Problems and Case Studies

Editors
Grant R. Krow

Department of Chemistry
Temple University
Beury Hall, 13th and Norris Street
Philadelphia, PA 19122
215/204-7154; fax 215/204-1532
grantkrow@aol.com

Kim Kostka
Department of Chemistry
University of Wisconsin - Rock County
2909 Kellogg Avenue
Janesville, WI 53546
608/758-6532; fax 608/758-6564
kkostka@uwc.edu

The goal of this feature column is to provide teachers and professors with real-world scenarios that involve chemistry and encourage students to appreciate how chemistry and science shape our lives.

Instructions for Submitting a Case Study

Mission Statement
Teaching with Problems and Case Studies (TPCS) is a new feature column to provide faculty of all levels with real-world scenarios that involve chemistry and encourage students to appreciate how chemistry and science shape our lives. This column will contain examples of every day occurrences where chemistry-based course material is applied. If students are given scenarios or problems that they can visualize and are familiar with, the students will be more apt to remember and comprehend the underlying chemical concepts. As a result, contemporary problems and case studies can fuel student learning (1, 2). The format of these problems and case studies may consist of: teacher-guided, informal class discussions; written research reports; oral presentations; and student-directed, group projects. Contemporary problems and case studies are increasingly being used as vehicles for teaching course material (3). These cases are not intended to be laboratory-driven, although they may be supported by germane demonstration and/or laboratory experiences (solely laboratory-based cases should be submitted as laboratory experiment manuscripts). This column was created due to the lack of resources in which educators can find contemporary problems and case studies for teaching chemistry-based concepts.

Format of Published Manuscripts
Manuscripts chosen for publication in the TPCS column will be presented in two parts: (1) a summary, which will be published in the print version of JCE and (2) all supporting material, which will appear at JCE Online. See the special guidelines for submitting manuscripts to this feature column.

Literature Cited

1. Woods, D. R. Problem-based Learning: How to Gain the Most from PBL, Donald R. Woods, Waterdown, ON, 1994.
2. For representative examples of contemporary problems and case studies, see: (a) Herreid, C. F., "Case Study Teaching in Science: A Dilemma Case on 'Animal Rights'," Journal of College Science Teaching 1996, 25, 413-418; (b) Jones, M., "Use of a Classroom Jury Trial to Enhance Students' Perception of Science as Part of Their Lives," J. of Chem. Educ. 1997, 74, 537; (c) Corneley, K., "Use of Case Studies in an Undergraduate Biochemistry Course," J. Chem. Educ., 1998, 75, 475-478; (d) Case Studies in Science Web Page, SUNY-Buffalo, http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm.
3. (a) Chemistry in Context: Applying Chemistry to Society, W. C. Brown, Dubuque, IA, 1994; (b) ChemCom. Chemistry in the Community, Kendall/Hunt, Dubuque, IA, 1988.