Soil Science Education: Adaptation of Soil Judging (Evaluation) to Libya

Zurqani, Hamdi A.; Mikhailova, Elena A.; Post, Christopher J.; Schlautman, Mark A.; Sharp, Julia L.; Judour, Khalid B.; Sherif, Abuabdall S.

doi:10.54172/mjsc.v38i1.1203

Cited by 1 publication

(1 citation statement)

References 12 publications

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“…of the participating students are typically majoring in soil science, agronomy, forestry, horticulture, education, economics, animal science, geology, geography, natural resources, geotechnical engineering, and environmental studies. Soil judging has been extensively used by many countries since 2012 including Australia and New Zealand (Levin and Morgan, 2013), Brazil (Pedron et al, 2023), Libya (Zurqani et al, 2023), and Taiwan (Chen et al, 2022), among others.…”

Section: The Soil Judging Contest (Sjc) Description Of the Sjcmentioning

confidence: 99%

The “Soil Skills” Pedagogical Approach Conjugated With Soil Judging Contests

Al-Ismaily,

Kacimov,

Al-Mayhai

et al. 2023

Span. J. Soil Sci.

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The inherent complexity of soil and its interactions with Earth’s diverse spheres, including the atmosphere, biosphere, hydrosphere, lithosphere within the ecosphere, and anthroposphere, requires that soil science specialists and students develop not only a profound understanding of soil science, but also the ability to collaborate across various disciplines to address these complex challenges. Equipping students with the necessary knowledge, skills, and attitudes to tackle the intricate and dynamic issues of the 21st century, spanning soil science, water sciences, hydropedology, geology, agronomy, geotechnical engineering, sedimentation, waste management, recycling, and environmental management, is of paramount importance. In response, innovative pedagogical approaches that integrate classroom learning from diverse soil science courses with practical skills and field-based competencies are needed. This paper suggests merging our own “Soil Skills” (SSK) pedagogical method with the “Soil Judging Contest” (SJC), a teaching approach supported by the American Society of Agronomy and the Soil Science Society of America since 1961. This integration aims to enhance the holistic, harmonized, interdisciplinary, and enthusiastic nature of soil science education. Both the SSK and SJC approaches received positive feedback from students and demonstrated significant improvements in academic performance. Our study begins with an in-depth exploration of the SSK contest, followed by an overview of the pertinent aspects of the SJC. Subsequently, we offer a comparative analysis of the complementarity of these two approaches. Finally, in the concluding remarks, we summarize the strengths of the implemented SSK and outline prospective applications. Our findings underscore the unique advantages of combining SSK and SJC approaches in delivering comprehensive, problem-based, and practical field-learning experiences. This combination approach closely aligns with applied scenarios that demand multidisciplinarity and interdisciplinarity perspectives, preparing students for their future professional careers, and enabling the practical application of their soil science knowledge in real-world contexts.

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