Science Stories You Can Count On: 51 Case Studies With Quantitative Reasoning in Biology

NSTA Press Book by: Clyde Freeman Herreid, Nancy A. Schiller, and Ky F. Herreid

“Using real stories with quantitative reasoning skills enmeshed in the story line is a powerful and logical way to teach biology and show its relevance to the lives of future citizens, regardless of whether they are science specialists or laypeople.”
—from the introduction to Science Stories You Can Count On

This book can make you a marvel of classroom multitasking. First, it helps you achieve a serious goal: to blend 12 areas of general biology with quantitative reasoning in ways that will make your students better at evaluating product claims and news reports. Second, its 51 case studies are a great way to get students engaged in science. Who wouldn’t be glad to skip the lecture and instead delve into investigating cases with titles like these:

• “A Can of Bull? Do Energy Drinks Really Provide a Source of Energy?”
• “ELVIS Meltdown! Microbiology Concepts of Culture, Growth, and Metabolism”
• “The Case of the Druid Dracula”
• “As the Worm Turns: Speciation and the Maggot Fly”
• “The Dead Zone: Ecology and Oceanography in the Gulf of Mexico”

Long-time pioneers in the use of educational case studies, the authors have written two other popular NSTA Press books: Start With a Story (2007) and Science Stories: Using Case Studies to Teach Critical Thinking (2012). Science Stories You Can Count On is easy to use with both biology majors and nonscience students. The cases are clearly written and provide detailed teaching notes and answer keys on a coordinating website. You can count on this book to help you promote scientific and data literacy in ways to prepare students to reason quantitatively and, as the authors write, “to be astute enough to demand to see the evidence.”

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Reviews (1)
  • on Fri Mar 04, 2016 5:50 PM

I got this book last year at the National Conference in Chicago. While I have used it some, it is very advanced mathematically. Teaching high school biology and honors biology, my students do not have the math background to complete a lot of the case studies as written. I have to modify most of them for use. However, I have found that they also make for good writing prompts when I give students the background information and prompt them to write about what they would expect or what they would look for as the researcher.

Carrie  (Duluth, GA)
Carrie (Duluth, GA)

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