Learning Gains and Response to Digital Lessons on Soil Genesis and Development

Mamo, M. and Ippolito, J.A. and Kettler, T. and McCallister, D.L. and Morner, P. and Husmann, D. and Blankenship, E. (2011) Learning Gains and Response to Digital Lessons on Soil Genesis and Development. Journal of Geoscience Education. 59(4):194-204. 14 November 2011.

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Abstract

Evolving computer technology offers opportunities for new online approaches in teaching methods and delivery. Well-designed online lessons should reinforce the critical need of the soil science discipline in today’s food, energy, and environmental issues, as well as meet the needs of the diverse clientele with interest in agricultural and/or environmental disciplines. The objectives of the project were to: (1) develop web-based lessons in soil genesis and development; and (2) evaluate an applications-principles model to teach soil science using case studies in agronomic, environmental, and ecological situations. Six principles lessons, along with three applications lessons, were developed for use by undergraduate earth science courses. Pre- and post-tests were used to assess learning gains. A post-activity survey was also used to assess perceptions of the online lessons by student users. There were no differences in posttest gains among majors, learning styles, or between genders; student test performance from pretest to posttest improved by 10 to 69%. As soil science, environmental science, and geology converge to address common problem issues, lessons designed with context application such as the ones from this work will meet the needs of diverse earth science students.

Item Type:	Article
NWISRL Publication Number:	1417
Subjects:	Soil
Depositing User:	Users 6 not found.
Date Deposited:	08 May 2012 15:54
Last Modified:	08 May 2012 15:54
Item ID:	1452
URI:	https://eprints.nwisrl.ars.usda.gov/id/eprint/1452