Delivery and Student Perceptions of Drive‐Through Laboratory Sessions in an Introductory‐Level Soil Science Course

Abstract

Core Ideas Drive‐through laboratory sessions are effective teaching tools in lecture‐only classes. Understanding and appreciation increases if lectures are paired with hands‐on activities. Students do not mind having laboratory activities in a lecture‐only soil science class. Students could have difficulty in understanding key concepts about the formation, chemistry, physics, and fertility of the soil when taught in a purely lecture setting. These concepts are better understood when lecture is coupled with hands‐on activities. The course Land, Life, and the Environment is an introductory‐level soil science course that does not have a laboratory component. Because most students in the class do not have previous experience in utilizing and studying the soil, some lecture times were reallocated as laboratory sessions to promote learning and enhance appreciation of key concepts. Four 25‐minute drive‐through laboratory sessions were implemented. Each involved small groups of students who go through activity stations in the laboratory. In each station, the instructor either demonstrated a process, discussed soil properties using examples, or taught analytical procedures. Survey shows that at least 94% of students agreed or strongly agreed that drive‐through labs enhanced understanding and appreciation of soil science concepts. An average of 89% of the student indicated some concepts would have been difficult to learn without the drive‐through labs. Students did not mind attending laboratory sessions in what was intended as a lecture‐only class, with 73% indicating the class should have more than three lab sessions. Drive‐through laboratory activities is an effective teaching tool in soil science courses that do not have a designated laboratory component.