A Case in Point...The use of a case scenario to enhance student engagement, theory of cellular respiration and Higher Order Thinking skills in preparation for transition from FE to HE.

Article


Challen, Christine 2017. A Case in Point...The use of a case scenario to enhance student engagement, theory of cellular respiration and Higher Order Thinking skills in preparation for transition from FE to HE. Research in Teacher Education. 7 (2), pp. 27-33.
AuthorsChallen, Christine
Abstract

Cellular respiration has always been a difficult topic to teach; the subject is full
of endlessly complex biochemical pathways and students often struggle to see
their purpose and relevance. In this article I discuss the use of ‘real-time’ case
scenarios to enhance the teaching of cellular respiration while also encouraging
higher-order critical thinking skills and better preparation for the transition from
further education to higher education for Access Level 3 students. This research
shows that while the use of a case study can enhance engagement, relevance
and teaching of theory, more work is required to prove this conclusively, including
greater student feedback and example assessment grades, along with the
provision of more time and deeper questioning techniques.

JournalResearch in Teacher Education
Research in Teacher Education
Journal citation7 (2), pp. 27-33
ISSN2046-1240
2047-3818
Year2017
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
Digital Object Identifier (DOI)doi:10.15123/PUB.7284
Web address (URL)https://www.uel.ac.uk/schools/cass/research/research-in-teacher-education/volume-7-no-2-november-2017
Publication dates
PrintNov 2017
Publication process dates
Deposited25 May 2018
Copyright information© 2017 The author
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