Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment

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Abstract

This article reports the efficacy of a research-based learning (RBL) exercise on hydropedology of arid zones, with guided and open research projects (OPR) carried out by teams of undergraduate students in Oman. A range of activities and assessments was used to support student learning during the three-month course. Assessment included monitoring of field trip and lab activities, attendance recording, scrutiny by a panel of written reports and open oral presentations. Students’ feedback through teaching evaluation is compared with other courses in the Department-College, illustrating high level of students’ satisfaction. OPR best fit the scaffold of RBL.

Original languageEnglish
Pages (from-to)321-339
Number of pages19
JournalJournal of Geography in Higher Education
Volume40
Issue number3
DOIs
Publication statusPublished - Jul 2 2016

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Keywords

  • field trip
  • hydropedology
  • Research-based learning
  • soil science
  • teaching–research nexus

ASJC Scopus subject areas

  • Education
  • Geography, Planning and Development

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