Soil Science teaching principles

Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment

“…Enriching soil sciences students with multidisciplinary research-oriented skills is a key toward enhancing their abilities in finding and proposing solutions to different issues in related fields such as agriculture, environment, hydrology, land use-planning, irrigation-drainage, geotechnical and hydrologic engineering (Field et al, 2011;Ramasundaram, Grunwald, Mangeot, Comerford, & Bliss, 2005). In Oman, there are specific challenges for soil science graduates, requiring a host of multidisciplinary research skills and integrated geographical vision which includes: increasing soil salinity (Victor & Al-Farsi, 2001); water scarcity and catastrophic floods (Al-Ismaily & Probert, 1998) which cause soil cracking and erosion; artificial recharge of aquifers (Matter, Waber, Loew, & Matter, 2006) and reuse of treated wastewater (AbdelRahman & Abdel-Magid, 1993); siltation of recharge dams ; and socio-economic ties with the country soil and water problems (Ahmed, Hussain, & Al-Rawahy, 2013).…”

“…Al-Ismaily & Al-Maktoumi, 2011;Boyle et al, 2007;Hanson & Moser, 2003;Hofstein & Lunetta, 2004;Kent, Gilbertson, & Hunt, 1997;McEwen, 1996;Mellor, 1991;Moore, Kerr, & Hadgraft, 2011;Stumpf et al, 2008;Weil, 2003;Yeoman & Zamorski, 2008). According to a study on soil science teaching principles by Field et al (2010Field et al ( , 2011, analyses of students survey responses showed that 79% of the ranked field-work and laboratory activities as the two top most effective learning environments compared to other activities, such tutorials, lectures, and presentations. Three categories of field trips are distinguished and ranked according to the resources (instruments, technical personnel involved, consumables-time required): "look and see, " "participatory, " and ones involving intensive research projects (see e.g.…”

“…The RBL exercise presented in this paper provides students with the necessary training in scientific research that enables them to understand the interaction between different branches of soil, water, and environmental sciences as strongly recommended by Ramasundaram et al (2005) and Field et al (2011). The approach used for the exercise provides students with an opportunity to practice their metacognitive abilities and foster critical thinking, abilities to make predictions, propose causative factors, and present constructive arguments.…”

“…Communication skills (both writing and presentation) of soil science graduates are found to be of concern to employers (Field et al, 2011). Providing opportunities for students to technically communicate ideas, information, data, and scientific findings can help the students in refining their understanding of different concepts.…”

“…Bybee (2000), Stumpf, Douglass, and Dorn (2008) and Krakowka (2012) called for a reform of the practical curriculum in science teaching: RBL is considered to be vital and superior to Internet surfing or/and PowerPoint presentations in traditional lectures. Commingling project-structured and RBL-framed field work with laboratory practicals in soil sciences is one of the key components toward active learning (Field et al, 2011;Hartemink et al, 2014). Students have to discover, sense, and experience things, with a spirit of team work and camaraderie (Grabinger & Dunlap, 1995;Spronken-Smith, 2005;Stumpf et al, 2008).…”