Soil Science Education Practices Used in Canadian Postsecondary, K-12, and Informal Settings

Autor/inn/en	Krzic, Maja; Wilson, Julie; Hazlett, Paul; Diochon, Amanda
Titel	Soil Science Education Practices Used in Canadian Postsecondary, K-12, and Informal Settings
Quelle	In: Natural Sciences Education, 48 (2019) 1, (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-8281
DOI	10.4195/nse2019.09.0015
Schlagwörter	Soil Science; Elementary Secondary Education; Postsecondary Education; Foreign Countries; Educational Practices; Nonformal Education; Learning Activities; Experiential Learning; Hands on Science; Laboratory Experiments; Teaching Methods; Outreach Programs; Professional Development; Behavioral Objectives; Canada + Suchen Sie Ihr Suchwort? Bodenkunde; Post-secondary education; Tertiäre Bildung; Ausland; Bildungspraxis; Non-formal education; Non formal education; Nichtformale Bildung; Lernaktivität; Experiental learning; Erfahrungsorientiertes Lernen; Laboratory work; Laborarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Jobcoaching; Kanada
Abstract	This study explored practices that Canadian soil scientists use to educate postsecondary students, K-12 students, and the general public. The most commonly used type of educational activities described by survey respondents, regardless of the settings and the type of target audience, were field-based hands-on activities. The other two commonly used educational activities were lectures and laboratory activities; and they were predominantly implemented at the postsecondary institutions. Educational activities in K-12, outreach, and professional development settings were generally delivered through one-time events (e.g., workshops, school visits, field days), offering less opportunities for a greater variety of practices relative to the postsecondary settings. At postsecondary institutions, where soil science education is delivered in a more structured manner, there are more opportunities for educators to implement a range of educational practices (e.g., lectures, laboratory activities, games, case studies, quizzes). The learning objectives of the field-based hands-on activities and lectures were to describe specific soil properties or to describe and classify soils, whereas for laboratory activities, the learning objectives focused more on the application of those concepts. The insights offered by this study on educational practices used by Canadian soil scientists to encourage more students to study soil science and raise awareness about the importance of soil are valuable teaching resources for both new and seasoned educators within Canada and abroad. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01