Applying Lecture Tutorials in the Introductory Soil Science Classroom.

Many important topics in soil science are conceptually challenging for introductory students.  The objective of this study is to determine if students’ engagement and conceptual development in soil science can be improved using lecture tutorials.  Lecture tutorials are short active-learning exercises, which use incremental steps and leading questions to guide students’ conceptual development.  In this study, nine lecture tutorials were developed to address topics that are commonly difficult for students in introductory soil science.  The lecture tutorials were implemented in two courses: one general studies course for non-majors and one environmental science program course.  They were evaluated using pre and post quizzes, as well as surveys of student opinions.  In the general studies course, quiz scores increased significantly following completion of the lecture tutorials on bulk density, the carbon cycle, C/N ratio, and Liebig’s Law.  Compared to the general studies course, students in the program course gave the lecture tutorials higher ratings for being fun, effective, preferred over a longer lecture, and recommended for future use.  However, in the program course there was no significant increase in quiz scores with the use of lecture tutorials.  This study demonstrates that the use of lecture tutorials in introductory soil science courses can improve students’ engagement and conceptual development, especially in courses that are part of a general studies curriculum for non-majors.