EFFECTIVE PROBLEM-BASED ACTIVITIES: IMPARTING CONTENT AND LEARNING SKILLS THROUGH A DEBATE ON THE K-T EXTINCTION EVENT

The NSF-funded GK-12 project pairs graduate students and teachers to develop new curriculum and to enhance the science content of the classroom. The focus of the program at The University of Texas at Austin Institute of Geophysics has included the creation of activities which use the scaffolding of problem-based learning. One such activity, originally designed by Tim Fennell, is a debate surrounding the K-T extinction.

This problem-based learning activity imparts the relevancy of science. Students take responsibility for their research because they understand the need for the knowledge. Students are given roles to play and research accordingly, and then are asked to evaluate the credibility of their sources. This activity culminates in a mock-senate debate in which the students play out roles to determine whether or not there is sufficient concern, based on evidence of previous extinctions, to necessitate the creation of a defense system against bolide impacts. The addition of a field trip to a locale where the K-T boundary and associated tsunami deposits are exposed enhances the students understanding of, and respect for natural processes. This activity is evaluated and where necessary restructured using the scaffolding for building problem based learning activities.

By restructuring activities and preliminary lectures, and including focused supplementary materials, students are more able to speak knowledgeably about their topics. Students gain both content and increased skills in speaking, researching, and critical evaluation.