Problem-Based Learning in the Undergraduate Geology Classroom

Abstract

We are adapting a small-group technique known as problem-based learning (PBL) to geology education. In PBL, small groups of students work in a reiterative process, analyzing complex, realistic problems. During the analysis, students review their preexisting knowledge, identify learning needs, perform investigations, and then reevaluate the problem applying their new knowledge. The small-group social dynamic in PBL motivates learning, develops communication skills, promotes personal growth, and expands the scope of knowledge and intellect applied to the problem. PBL teachers construct appropriate problems, coach the group through the process, maintain the focus on learning, and match the level of challenge to each student's ability. We have applied this approach in undergraduate tectonics, mineralogy, and metamorphic petrology classes. Qualitatively, PBL seems more effective than didactic teaching at overturning incorrect preconceptions and encouraging interdisciplinary integration of content, independent ...