Soil Science Education for Grades K-12 in Canada

Hayhoe, Douglas; MacIntyre, Jane; Bullock, Shawn Michael

doi:10.1139/cjss1-2015-0079

Cited by 2 publications

(4 citation statements)

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“…However, 30.1% of the students showed knowledge deficits in these tasks. These results support the idea by Russel et al 26 who found that students do not understand the composition of soil, these problems may originate from findings by Hayhoe et al 25 who found that teachers also had difficulties defining soil as composition of solid particles with spaces for air and water. In task 9., only 21.5% of students chose the correct answer in tier 1 and tier 2.…”

Section: Students' Knowledge About Lithosphere and Pedospheresupporting

confidence: 89%

“…19 There was confusion among students about what soil is made of and how long it takes to form. 20 The same problem was found among teachers in a study by Hayhoe et al 25 where teachers had difficulty defining soil as a composition of solid particles with spaces for air and water. Students often believe that soil extends for miles below the surface.…”

Section: Introductionmentioning

confidence: 64%

“…The problem of understanding the rock cycle may address many misconceptions about rocks, as Francek 20 noted. Students' inability to connect different types of rocks and the rock cycle may also explain the high number of misconceptions in task 9 (23.5%), as students often believe that soil extends for miles below the surface 25 and do not understand the composition of soil and its depth. 26 However, according to Dove 19 students also have problems visualizing cross-sections, which could also be an explanation for the high number of misconceptions in task 9.…”

Section: Students' Misconceptions Aboutmentioning

confidence: 99%

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Assessing 15-year-olds’ Understanding of Chemical Concepts in the Context of the Lithosphere and Pedosphere

Ribič,

Devetak,

Slapničar

2024

ACSi

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The aim of this study was to determine the understanding of environmental chemistry content related to lithosphere and pedosphere, such as soil and soil types, soil horizons, rock and rock types, weathering, minerals, coal, and soil erosion, and to investigate misconceptions among 9th grade lower secondary school students. 503 students (254 male and 249 female) from 14 different primary schools and 8 different regions of Slovenia participated in this study. A three-tier achievement test (with 10 three-tier tasks to identify misconceptions) was used to collect the data. The results how that the Slovenian students’ knowledge of the lithosphere and pedosphere is adequate. On average, students achieved 55.6% of all possible points. The lowest level of knowledge was found for the topic of soil formation. The number of misconceptions on this topic is low and does not exceed 30% for any task. The highest number of misconceptions was found for the topic of soil formation and pollution.

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Section: Students' Knowledge About Lithosphere and Pedospheresupporting

confidence: 89%

Section: Introductionmentioning

confidence: 64%

Section: Students' Misconceptions Aboutmentioning

confidence: 99%

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Assessing 15-year-olds’ Understanding of Chemical Concepts in the Context of the Lithosphere and Pedosphere

Ribič,

Devetak,

Slapničar

2024

ACSi

View full text Add to dashboard Cite

show abstract

“…Videos for soil science education are also now available over the internet (e.g., Ogg, 2013), but difficulties remain in acquiring or developing multimedia material relevant to specific learning objectives. Narrative‐based learning helps students engage in and understand soil science by linking learning objectives to a narrative (e.g., cultural or geologic history) (Hayhoe et al, 2015; Dahlstrom, 2014). However, developing relevant and effective narratives for the interdisciplinary field of soil science remains challenging.…”

Section: Resultsmentioning

confidence: 99%

Developing and Evaluating an ESRI Story Map as an Educational Tool

Cope

Mikhailova

Post

et al. 2018

Natural Sciences Education

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Environmental Systems Research Institute (ESRI) Story Maps are web applications based on maps and other multimedia, which can be effectively used in soil science education. The purpose of this study was to develop an ESRI Story Map "Soil Forming Factors: Topography" for teaching an introductory soil science courses and to assess the performance of the newly developed story map using ESRI's "five principles of effective storytelling" and user responses to a quiz testing the acquired knowledge. Specific learning objectives were stated on each story map page and throughout the learning materials. Navigation of each story map page is controlled by the participant via tabs to allow the user to control the pace of the learning experience. Participants received an average score of 8.2 (out of 9 maximum points) for the quiz. The ESRI Story Map scored well for each principle of the ESRI's five principles of effective storytelling, with more than 70% of responses having an excellent rating. Additional comments suggest that participants were positive about the ESRI Story Map as a stand-alone teaching tool or in combination with PowerPoint slides. The ESRI Story Map "Soil Forming Factors: Topography" can be further improved by incorporating interactive exercises. ESRI Story Maps can be effective teaching tools in science education.

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Soil Science Education for Grades K-12 in Canada

Cited by 2 publications

References 0 publications

Assessing 15-year-olds’ Understanding of Chemical Concepts in the Context of the Lithosphere and Pedosphere

Assessing 15-year-olds’ Understanding of Chemical Concepts in the Context of the Lithosphere and Pedosphere

Developing and Evaluating an ESRI Story Map as an Educational Tool

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