THE ROLE OF THE CASE STUDY METHOD IN DEVELOPING STUDENTS’ SCIENTIFIC INTEREST IN BIOLOGY EDUCATION: A THEORETICAL ANALYSIS AND LITERATURE REVIEW

Abstract

This study examines the role of the case study method in developing students’ scientific interest and cognitive engagement in biology education. The research is based on a systematic literature review and bibliometric analysis of peer-reviewed publications indexed in the Scopus database between 2005 and 2025. The study aims to identify major research trends, evaluate the effectiveness of case-based learning, and explore its impact on students’ motivation, analytical thinking, and research skills. The findings reveal a steady growth of academic interest in the case study method, particularly in the context of active and student-centered learning approaches. The results demonstrate that case-based learning significantly enhances students’ engagement, critical thinking, and ability to apply theoretical knowledge to real-world scientific problems. Bibliometric and conceptual analyses further indicate a strong interdisciplinary integration of biology education with computational sciences, including bioinformatics and machine learning. At the same time, a gap remains between advanced scientific domains and their implementation in educational practice.

The study confirms that the case study method functions as an effective integrative pedagogical tool that bridges theoretical knowledge and practical application. It contributes to the development of students’ scientific interest, supports inquiry-based learning, and aligns with contemporary educational paradigms focused on active participation and evidence-based teaching. The findings provide both theoretical insights and practical recommendations for improving biology education through innovative instructional strategies.