J. DUDLEY HERRON Purdue University West Lofayewe, Indiona 47907
THE CASE STUDY METHOD Richard F. J o n e s Gouernor Dummer Academy Bvfield. Mossarhusetts 01922 Although a n important objective in a n introductory chemistry course is t o relate chemistry t o t h e student, t o other fields of study and t o current problems facing society, it is often neglected with only haphazard comments m a d e during t h e year. One effective technique which is well-suited t o this objective is t h e case study. T h e case study allows examination of a n application of chemistry with a minimum of class time devoted t o it. Despite widespread use in business a n d law schools, t h e case study is not widely used in chemical education (1). Case Study
A case study is usually written in t h e form of a short story focusing on a single incident, problem, or situation. T h e student decides what should a n d can he done under the circumstances a n d plans his "solution" t o accomplish his goal. T h u s the case study is a problem-solving process with emphasis on realistic issues. There are several a d vantages inherent in a n y case study 1) It causes t h e student t o participate actively in t h e learning process. 2) It ~ r o v i d e sa real life situation which t h e student coifronts with his "book" knowledge not only for the subiect a t hand. hut other subiects a s well. 3) It confronts the student with a decision-making situation which forces him t o go beyond t h e usual requirement of understanding facts. Example
The case study I have written 12) centers around t h e toxicity of lead. T h e facts of the case range from current environmental measurements of lead pollution, toxicology of lead, status of lead paint, t o gasoline additive requirements. T h e choice of the specific issue is left t o the student. I n addition t o the chemistry, t h e student will need t o take into consideration aspects of political science, economics, mass communication, and practical medicine. The following are t h e instructions given t o t h e class a t the beginning of t h e assignment. In this case study each student will work with 2-3 other students. You are to assume that you are on the staff of a United States Congressman from the district from which E. I. Dupont and Co. is located. It is the spring of 1974 and the Congressman wishes to capitalize the popular wave of ecology by running an a lank involving lead. Your committee has assembled the following "facts" and now, usiny on(v these foctx, must put together a good position for the Congress to take. The Congressman has instructed you to do the following 1) Decide the best issue concerning lead for the Congressman to use. The issue is the theme of the campaign plank. 2) Using the chosen issue. propose several (at least 31 alternative positions from which the Congressman can choose. 460 / Journal of Chemical Education
3) Analyze the outcome of each position, that is, give the pros and consaf each alternative.
4) Select the most favorable position and give your reasons for the choice. 5 ) Propose a detailed strategy for the Congressman to fallow during the coming campaign. This should include the arguments the Congressman will use, how he will address his audience, and to which audience he will appeal. Each student team will prepare an outline using the above instructions and the assembled facts. While preparing your case, you will have to balance contradictory goals with data that are less than perfect. Some of the listed faets will be useful, some will be irrelevant, some will be in contradiction to others: part of your task is to evaluate each fact and decide which to use. Also there will be information not included that you might want. This is part of your assignment and your decision will have to be made with incomplete information. There is no single correct answer: this is often the way it is. The need to obtain the backing of the strong ecology groups with an "ecologically correct" plank must be balanced against the need to obtain money to finance the campaign. The issue must be important environmentally while not disrupting the economy of the region. While environmental issues are often complex, the average voter must be able to understand the issue and its importance to him. At the beginning of the class, each team will submit a copy of their outline far evaluation. One team will be chosen at random to present their proposal to the Congressman (the instructor). The rest of the class will be the remainder of the Congressman's staff. The presenting team will give their case to the class with each member of the team actively participating. This will take about 15-20 min and the remainder of the time the class will debate with the presenting team the merits of their platform plank. Evaluation of the case study will be based on the written outlines and class participation. The criteria of evaluation will be: (1) familiarity with the case faets. (2) worth of the issue chosen, (3) eompleteims of the alternative positions, (4) consistency in the handling of the facts, (5) cogency of presentations (written or oral), and (6) participation in class debate lor team presentation). This case study has been used with a first year high school chemistry course and a n interdisciplinary environmental studies course. T h e t i m e allowed for preparation was from one t o two weeks. During t h e period of preparation each team was encouraged t o ask t h e instructor questions concerning t h e chemistry involved in some of t h e data. However, outside research was discouraged and was not allowed in the presentation. T h i s promoted a common background for t h e discussion. T o d a t e t h e majority of teams presenting their cases have chosen one of two issues - m e , the level of t h e lead in gasoline a n d t h e less controversial issue of public safety a n d lead paint poisoning. Both issues have h a d successes a n d failures, with t h e supporting evidence, strength of plan of action and presentation being key factors. T h e t e a m s decided how thev were t o Dresent a s lone a s each member participated. f found t i e discussion 'iollowing t h e team presentation t o be a lively debate with Presented in Dart at the 36th summer conference
nf t h e NPW
the role-playing being taken very seriously. During this time I allowed the presenting team to handle the questions and interrogated only when the scientific value of the questions and answers was in serious error with no signs of correction. Because of the free rein given, a number of different conclusions have been reached. A follow.up discussion is important to help the students understanding of the processes that occurred in the case study, preparation and presentation; and how, given a set of "scientific facts," a number of valid conclusions could he reached. Conclusions
During the two years I have used the case study, I have found i t to be a useful supplementary technique to more traditional methods of teachine. It has been welcomed bv the students as a change from normal routine. By emplo;. ine a number of learning - methods, almost everv student becomes involved. I£ role-playing is stressed, different perspectives can be experienced and understood. The case study provides a
natural vehicle for an interdisciplinary approach to a subject and demonstrates the limitations of a "textbook" or "correct" answer to a multi-faceted problem. Instead, an optimum solution is sought which takes into consideration a number of disciplines. The student is forced to deal with the uncomfortable feeling associated with a lack of firm resolution. The case study allows the beginning student who bas little technical background to experience the complexity of technological problems. In general chemistry the case study could he used to introduce such areas of consumer chemistry as food chemistry, household cleaning agents, cosmetics, and medicines (drugs), or such areas of citizen chemistry as environmental issues, energy development, and levels of research funding. In courses designed for the chemistry major the case study could provide the vehicle for introducing the often neglected area of industrial chemistry. Some issues for study might include the halance of basic and applied research, the direction of research, problems in licensing and patents, problem solving in scaling-up pilot plants and new-process troubleshooting.
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