Teaching water movement in soil through experiential activities. Issue 1 (23rd June 2020)

• Record Type: Journal Article
• Authors: Howe, Julie A.; Barrientos‐Velazquez, Ana
• Is Part Of: Natural sciences education. Volume 49:Issue 1(2020)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2020-06-23
• Subjects: Agricultural education -- Periodicals; Life sciences -- Study and teaching -- Periodicals; Natural resources -- Study and teaching -- Periodicals; 507.1
• DOI: 10.1002/nse2.20012
• Languages: English
• ISSNs: 2168-8281

Abstract

Abstract: Water movement in soil is often difficult for students to understand, particularly when soil texture changes within the profile. Students in introductory soil science courses may be able to define concepts of water movement, but not be able to apply the information in real scenarios due to reliance on intuition rather than fundamental concepts. To apply concepts, students need to experience them for themselves. Experiential learning can teach concepts of water movement through the soil in order to link fundamental concepts with real‐life experiences to improve understanding. A lesson was developed for an introductory soil science course for undergraduates utilizing small plastic soil columns that allow students to test scenarios of water movement through soil to prove concepts taught in class. The described lesson plan can be expanded or revised to adapt to a wide range of students, and activity materials are relatively inexpensive and reusable. Student feedback was positive. Assessment through exam questions showed an increase in correct responses for all types of soil water questions with experiential activities, except soil water forces and potentials. Substitution of demonstrations utilizing non‐graded self‐evaluation with experiential learning activities requiring submission of answers improved engagement during lab, which is translated into improved exam scores. Experiential learning activities appear to have improved understanding of soil and water concepts.