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Framing a modern context of soil science learning and teaching

Journal Article


Abstract


  • The teaching-research-industry-learning (TRIL) nexus has been used to develop a framework for the learning and teaching of soil science applicable to a range of recipients, particularly campus-based students and practicing farm advisors. To develop such a framework, a starting point was to establish a core body of knowledge (CBoK) for soil science that would meet industry needs, in this case the grains production industry. To develop the CBoK relevant to the grains industry, academics and industry professionals were consulted by online means (a Delphi study) and face-to-face forums to refine the outcomes of the Delphi process. The CBoK was found to be heavily content-rich with little multidisciplinary components yet solving industry problems often requires a multidisciplinary approach. Application of the TRIL model allows the development of a learning framework more suited to real word needs. The development of a learning framework able to meet industry needs includes authentic complex scenarios that will also benefit student learning.

UOW Authors


  •   Field, Damien J. (external author)
  •   Yates, Derek (external author)
  •   Koppi, Tony J. (external author)
  •   McBratney, Alex B. (external author)
  •   Jarrett, Lorna

Publication Date


  • 2017

Citation


  • Field, D. J., Yates, D., Koppi, A. J., McBratney, A. B. & Jarrett, L. (2017). Framing a modern context of soil science learning and teaching. Geoderma, 289 117-123.

Scopus Eid


  • 2-s2.0-85002936168

Number Of Pages


  • 6

Start Page


  • 117

End Page


  • 123

Volume


  • 289

Place Of Publication


  • Netherlands

Abstract


  • The teaching-research-industry-learning (TRIL) nexus has been used to develop a framework for the learning and teaching of soil science applicable to a range of recipients, particularly campus-based students and practicing farm advisors. To develop such a framework, a starting point was to establish a core body of knowledge (CBoK) for soil science that would meet industry needs, in this case the grains production industry. To develop the CBoK relevant to the grains industry, academics and industry professionals were consulted by online means (a Delphi study) and face-to-face forums to refine the outcomes of the Delphi process. The CBoK was found to be heavily content-rich with little multidisciplinary components yet solving industry problems often requires a multidisciplinary approach. Application of the TRIL model allows the development of a learning framework more suited to real word needs. The development of a learning framework able to meet industry needs includes authentic complex scenarios that will also benefit student learning.

UOW Authors


  •   Field, Damien J. (external author)
  •   Yates, Derek (external author)
  •   Koppi, Tony J. (external author)
  •   McBratney, Alex B. (external author)
  •   Jarrett, Lorna

Publication Date


  • 2017

Citation


  • Field, D. J., Yates, D., Koppi, A. J., McBratney, A. B. & Jarrett, L. (2017). Framing a modern context of soil science learning and teaching. Geoderma, 289 117-123.

Scopus Eid


  • 2-s2.0-85002936168

Number Of Pages


  • 6

Start Page


  • 117

End Page


  • 123

Volume


  • 289

Place Of Publication


  • Netherlands