This problem-based assignment was designed to assess students’ knowledge of demographic concepts, and also to challenge them to think about the regulation of populations from a national and political perspective. As you can see in the lesson plan, students were prompted to research the current issue of population control in the country of Nigeria, to research the cultural dynamics of the nation, and to devise a plan to reduce the population of Nigeria using their research and prior knowledge gained throughout the chapter. Prior to this assignment, students had already learned to use a projected population growth simulator, read case studies of population control in Iran, Thailand, and China, and learned about demographic terms in these activities and in a powerpoint presentation.
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Above: R. reads the letter explaining the problem at hand. Click here to view more of the lesson, taught by Miss Metzler.
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This example of problem-based learning teaches 21st century job skills of critical thinking and encourages the transfer of knowledge to life and real-world problems (Savery, 2006). Science education that focuses predominantly on “the ‘facts’ of science — simply fails to offer what is required” (Osbourne, 2007, p. 174). To supplement the "facts" of science, I wanted students to apply these concepts into various contexts, and ask students to persevere in solving this multifaceted problem. This problem challenged students to collaborate within the Zone of Proximal Development, which cultivated an intrapersonal understanding and interpersonal skills (Osbourne, 2007, p. 180). Problem-based learning definitely provided my students "with a context for the content" (Savery, 2006, p. 10), which promoted engagement and motivation throughout the duration of the project, while also developing skills of critical thinking, integration, and problem-solving.
At the end of my student teaching term, students took a survey about their learning throughout the year, and 1/3 of the environmental science class reported that they learned the content best through the creation of their Nigerian population proposal. As you look at students' proposals, consider the applications of the demography content and also think about the extensions students made by researching additional information about demography, family planning, and Nigeria's history, culture, and religion.
At the end of my student teaching term, students took a survey about their learning throughout the year, and 1/3 of the environmental science class reported that they learned the content best through the creation of their Nigerian population proposal. As you look at students' proposals, consider the applications of the demography content and also think about the extensions students made by researching additional information about demography, family planning, and Nigeria's history, culture, and religion.
