COVID-19 diagnosis case study integrated with scientific modeling and argumentation

Students learn about infectious disease and the immune response to infection through an activity on the different types of tests (PCR, antigen, and antibody tests) to detect the SARS-CoV-2 viral genetic material, antigens, or anti-SARS-CoV-2 antibodies. In the process, students apply core concepts and competencies from Vision & Change and engage in scientific modeling and argumentation aligned with 3-dimensional learning (Laverty et al, 2016). The activity uses a jigsaw format, with students choosing one of three specialties (epidemiologist, infectious disease doctor, or immunologist) and completing a homework assignment based on their specialty. For the homework pre-class assignment students use information provided in the assignment as well as one of the three specialty handouts to complete the activities. Students share their knowledge from their own specialty, first in same specialty groups and then in mixed-specialty groups. Students in the mixed-specialty groups compare and discuss the results of all three types of diagnostic tests and provide medical advice to a hypothetical patient. Students work individually in the homework to create a model on the flow of genetic information and in class work in groups to create a scientific model comparing gene expression in B cells producing antibodies and in virally infected cells. Students formulate scientific arguments based on the models (in homework and in class). Overall, students are prompted to continuously apply their knowledge throughout the activity – to share with others, to complete a comparison table, to summarize their conclusion in the form of a medical advice to a patient, to create models, and to use the models to formulate scientific arguments.