Abstract

LOPEZ ZAMORA, Isabel. Ecologically Case Based Learning. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2020, vol.11, n.21, e001.  Epub Mar 09, 2021. ISSN 2007-7467.  https://doi.org/10.23913/ride.v11i21.683.

Case studies have been used in science education as a way to develop student´s critical thinking and problems solving skills. However, there is little evidence on whether this teaching method is having the desired impact on students, particularly those attending plant ecology courses. The present study incorporated some interactive teaching strategies such as 1) case-based learning, 2) field based education, and 3) research based education, in order to evaluate the possible influence of the case teaching method in an invasion ecology course. Students addressed diverse ecological topics lectures and completed inquiry learning activities and case studies on invasive plants that were taught in local field scenarios to achieve a real-world and advanced understanding of invasion ecology and helping students develop critical thinking skills at the same time they interact with their immediate environment. Students evaluation methods were focused on their active engagement and effective performance in all learning activities, quick exercises, authentic peer collaboration in case studies, and their participation as reviewers for each class session, field work, and general course aspects. The results from this study indicate that students had open attitudes toward the case studies teaching approach, and that this method helped them develop their critical thinking ability required to diagnose and solve complex and real local invasive plant problems while actively engaging them in the science course content.

Keywords : inquiry-based learning; invasion ecology; “Eminus” educational platform; field work.

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