Soil classification maps: A valuable tool for learning, interpreting and transferring soil knowledge

Abstract To provide a global vocabulary for communicating about soils, soil scientistssoon developed systems for classifying natural soil bodies. However, it required having previous knowledge to apply it, often with specific language and complex architecture. This study explores how an innovative methodology could engage students to improve their knowledge of soil science. The study sample included 336 university students of Environmental Sciencesin Barcelona, Spain over a period of five years (2013–2017). The methodology applied looked to promote active learninggoing from a teacher-centered to a student-centered approach. Different types of activities were proposed both inside ( face-to- facesession and final test) and outside (online questionnaire) the classroom. The face-to- facesession lasts 3 h, during which students must first become familiar with soil properties and classification, establishing the role of geographic distribution in the nature of soil. The results of this study conclude that students benefit from the face-to- facesession, including active learningactivities, as reflected in the online questionnaire and final test results. The final test also revealed differences between the grades obtained in the contextualized problem on soil genesis, soil classification, and soil evaluation, related with the face-to- facesession, and the questions focused on learning before doing .