| Autor: |
Owen, Rachel K., Anderson, Amber, Bhandari, Ammar, Clark, Kerry, Davis, Morgan, Dere, Ashlee, Jelinski, Nic, Moorberg, Colby, Osterloh, Kristopher, Presley, DeAnn, Turk, Judith, Young, Rebecca |
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| Zdroj: |
Natural Sciences Education; 2021, Vol. 50 Issue 2, p1-12, 12p |
| Abstrakt: |
As with many aspects of teaching, the COVID-19 pandemic forced soil judging teams to attempt new strategies towards achieving student learning outcomes. Soil judging Regions IV and V hosted remote regional contests in October 2020 in place of traditional, in-person contests typically held each fall.We conducted pre- and post-contest surveys to assess student learning outcomes, attitudes, and reflections on the remote contest experience compared to past, in-person contest experiences.We received 108 total responses from students who participated in the Region IV and Region V remote soil judging contests (>80% response rate). In self-reported learning outcomes, there were no significant gains post-contest and there were minimal differences between students in Regions IV and V. Female students, students with more soil judging experience, and students who had taken more soil science courses agreed more strongly that soil science is important, that they planned to pursue careers in soil science, and that they gained important skills from soil judging. Finally, students who previously participated in contests reported that they gained more knowledge and enjoyed in-person contests more than the remote contests held in Fall 2020. Thus, while it is possible to replicate some aspects of the soil judging experience in a remote contest, other aspects that are critical to student engagement are lost when teams are unable to gather at the contest location and examine soils in the field. [ABSTRACT FROM AUTHOR] |
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