Problem-Based Learning in the Undergraduate Geology Classroom

AbstractWe 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 learning, and active student participation. Most students reacted favorably, although some were frustrated by open-ended problems and a less-structured environment. We suggest that PBL classes should meet for at least two hours at a time, problems should focus on well defined objectives and understanding of concepts, classroom process should be evaluated frequently, and assessments should reward self-directed learning.KeywordsEducation – geoscienceeducation – undergraduategeology – teaching and curriculummineralogy and crystallographypetrology – igneous and metamorphicplate tectonics