Debating Whether Dinosaurs Should Be “Cloned” From Ancient DNA To Promote Cooperative Learning In An Introductory Evolution Course

Abstract

An interactive, internet exercise enabled students to engage in cooperative library and web research on a controversial topic in science (and ethics), specifically the cloning of extinct forms of life. To debate the many complex issues embedded in this topic, students had to apply knowledge acquired from course readings, lectures, and in-class discussions about dinosaurs, their evolutionary history, diversity, distribution, physiology, behavior, environmental requirements, and extinction. They also had to achieve a general understanding of the techniques used to discover and retrieve ancient DNA and to produce a clone from a living adult animal. During an in-class “trial”, two teams of students representing six types of specialists argued cases for and against dinosaur cloning. Student “judges” heard testimony, posed questions to the specialists, and rendered their verdict about whether dinosaur cloning should be allowed. Working cooperatively in small groups and arguing a position in an authoritative fashion required students to exercise their communication (written and oral), collaboration, and critical thinking skills. This exercise also created a dynamic learning environment in a moderately large introductory geology course and demonstrated the importance of scientific literacy in the contemporary experience.