Enriching Earth Science Education with Direct and Proximal Remote Sensing of Soil Using a Mobile Geospatial Application

• Published in: Earth (Basel, Switzerland) Vol. 6; no. 1; p. 8
• Main Authors: Mikhailova, Elena A., Post, Christopher J., Zurqani, Hamdi A., Hutton, Philip C., Nelson, Davis G.
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 07.02.2025
• Subjects: active learning; Cell phones; cellphone; Cellular telephones; Colleges & universities; Crowdsourcing; Earth; Earth sciences; Education; Enrichment; Familiarity; field data collection; Global positioning systems; GPS; Laboratories; Natural resources; Penetration resistance; penetrometer; Questionnaires; Remote sensing; resistance; Science education; sensor; Sensors; Soil compaction; Soil erosion; Soil resistance; Soil sciences; Students; Surveys; Wildlife
• ISSN: 2673-4834; 2673-4834
• DOI: 10.3390/earth6010008

Earth science education can be enriched by adding technological knowledge to enable monitoring human earth impacts by using soil science as an example. Modern sensing technologies and a mobile mapping platform can enhance an existing field laboratory exercise to expand students’ knowledge beyond the core subject matter. This multi-year study’s objectives were to enrich laboratory exercise content on soil compaction using a soil penetration resistance (PR) tester (penetrometer) with the concepts of direct (soil PR) and proximal remote sensing (cellphone photos of the sample area), and crowdsourcing of field data using a GPS-enabled mobile phone application in an introductory soil science course at Clemson University, South Carolina (SC), United States of America (USA). Students from multiple Science, Technology, Engineering, and Mathematics (STEM) disciplines (forestry, wildlife biology, and environmental and natural resources) participated in the study. They completed a set of reusable learning objects (RLOs) in the following sequence: pre-testing questionnaire, laboratory video, quiz, and post-testing questionnaire. Students had increased familiarity with the concepts from this exercise, as demonstrated by the post-assessment survey. The quiz, which was taken by 113 students online, had an average total correct score of 9 out of a possible 10. A post-assessment survey indicated that the laboratory exercise was an effective way to learn about field soil PR data, direct and proximal remote sensing, and crowdsourcing with a GPS-enabled cellphone application. Results from the two study years (2022 and 2024) were consistent, indicating validity and confidence in the findings.