Problem-Based Approaches: Teaching Quantitative Skills in Context

The geosciences offer a wealth of opportunities to teach quantitative skill in the context of a real problem. This approach has been very successful in engaging students in learning quantitative skills and in helping them to apply knowledge learned in mathematics courses or elsewhere in the curriculum. The ability to transfer skills to new settings is an important aspect of gaining expertise (NRC, 2000 ).

As a part of a special issue of the Journal of Geoscience Education on building quantitative skills in geoscience students, a number of authors contributed papers detailing ways in which problem-based learning can support quantitative skills development. These articles and the others in the issue are available on the JGE website.

• T. Furman and E. Merritt, 2000. A Data-Intensive Approach to Studying Climate and Climate Change in Africa .
  Tanya Furman and Eileen Merritt engage introductory students in a research-based approach at Pennsylvania State University. This project engages students in analysis of a large data set to understand climate and climate change in Africa. They report success in engaging African American students in the geosciences with this approach.
• M. Hall, 2000. Using Linear Regression to Determine Plate Motions .
  Michelle Hall Wallace, Arizona State University, engages students in understanding the full implications of linear regression by engaging students in using the Hawaiian Emperor hot-spot tracks to determine plate motions.
• K. Keller et al., 2000. A Framework for Integrating Quantitative Geologic Problem Solving into Courses Across the Undergraduate Geology Curriculum .
  Kent Keller and colleagues at Washington State University and Allegheny College describe a four week module investigating N sources in a local river. Their paper provides a framework for designing other modules that integrate quantitative skills and geoscience problem solving.
• S. Roberts, 2000. Reinforcing Quantitative Skills with Applied Research on Tombstone-Weathering Rates .
  Shelia Roberts at Western Montana College incorporates a student driven research project as a major component of her surficial geology course to engage students in quantitative analysis. Her paper describes a framework for guiding student designed research projects to enable quantitative learning.