Abstract
Active student learning is a lofty goal, but what tools are available for college teaching faculty to create that kind of environment? In this article, we describe one such tool, the case study method using a case we developed to teach molecular biology students the importance of DNA mutations in cancer. Not only does this approach teach concepts, but also applications of the techniques previously discussed in lecture and the ethical dilemmas that may surround that application. The case study method for teaching science, and this case in particular, we feel gives students the kind of classroom problem that can make their learning more active. © 2000 Gal and Klein. Published by Elsevier Science Ltd. All rights reserved.
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