Pedagogy for the Pedosphere

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Pedagogy for the pedosphere The United Nations designated 2015 as the International Year of Soils (IYOS), which reminded us of the irreplaceable value of the pedosphere – the Earth’s complex, dynamic layer of soil – for supporting human well- being. During the year, a series of high-profile articles emphasized the research, policy, and governance dimensions of soils (Amundson et al. 2015; Nielsen et al. 2015; Oldfield et al. 2015; Wall and Six 2015; others listed at www.nature.com/ soils). Although essential, advancing these aspects alone will be insuffi-

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(a) (b) 239

Figure 1. “Pedagogy for the pedosphere” promotes hands-on and inquiry-based learning activities to enhance students' soil literacy, including (a) laboratory analyses that also help students develop basic skills and (b) field work that provides opportunities to apply soil-systems concepts to issues such as sustainable agriculture. cient to make progress in “saving our core concepts that have been proposed 2008). In our experience, even simple, soils”. Here, we highlight an equally as foci for science education reforms short-term lessons and field trips that important issue that has been given at K–12 and undergraduate levels (eg have students (of any level, from ele- less attention: the necessity of energy/matter fluxes, systems thinking, mentary to graduate) observe and dig strengthening and expanding envi- and others identified in Brewer and into soils with their “naked eyes and ronmental soil-systems education at Smith [2011] and NRC [2012]). hands” and search for soil “critters” (as the K–12, undergraduate, and gradu- Pedagogically, soils can be used in in a competitive scavenger hunt) ate levels (FAO and ITPS 2015). We learner-centered, inquiry-focused, and enhance their soil-oriented awareness suggest that scientists and educators project-based lessons that help stu- and create meaningful, teachable of all types should devote more atten- dents develop key scientific practices moments. Such place-based lessons tion to developing and implemen including quantitative analysis, prob- help catalyze discussions about the ting “pedagogy for the pedosphere” – lem solving, synthesis, and evidence- personal relevance and local-scale innovative, interdisciplinary, based reasoning (eg Johnson et al. sustainable management of soils while systems-based education grounded in 2009; Moebius-Clune et al. 2011; connecting science to students’ the study and appreciation of soils, Magee and Wingate 2014; Thiet 2014; everyday lives (eg the ecology of their their ecology, and their vital human Krzic et al. 2015; Baum and Thiet neighborhoods). relationships. Because of their numer- 2016). Furthermore, soil organisms can Soils should also become a more ous unique qualities, soils can advance provide the seldom-considered ecosys- central focus for STEM education many science, technology, engineer- tem service of inspiring wonder and because soil literacy is required for ing, and mathematics (STEM) – and curiosity in students who often do informed environmental citizenship, non-STEM – educational goals across not know about the astonishing diver- particularly in the context of food pro- student levels and interests, and can sity and ecology of belowground life. duction and security, climate regula- be integrated into diverse educational Soils and their organisms are, liter- tion, water purification, and other experiences in many ways. ally, everywhere and are easy to observe critical services (Amundson et al. The benefits of soils as focal points and collect in the field – even in urban 2015). Without soil education, future for STEM education are multifaceted. environments, where teachers may be scientists, educators, policy makers, The pedosphere – formed at the challenged to develop environmental and land managers, among many intersection of the atmosphere, lith- lessons (Johnson and Catley 2009). others, are less likely to consider soils osphere, hydrosphere, and biosphere Thus, nearly all educators can access in their decisions, which will under- – is exceptionally conducive to inte- soils to develop site-specific curricula, mine policy making and scientific grating physics, chemistry, geology, hands-on demonstrations, and research efforts to increase the sustainability of biology, and mathematics to help projects tailored to their student popu- soil systems. Fortunately, the diversity students develop holistic, interdisci- lations (Figure 1). For example, stu- of human–soil relationships facilitates plinary views of science and the dents can investigate the soils of their the teaching of science–society con- environment (Field et al. 2011). As school’s campus grounds by comparing nections and reinforces the value of such, the study of soil systems can how they differ among lawns, gardens, using scientific evidence in problem easily support many crosscutting and and other local habitats (eg Byrne et al. solving (Krzic et al. 2015). Thus, in

240 both STEM and general education and increase their engagement in the Johnson EA and Catley KM. 2009. Urban courses across student levels, a more critical work of advancing “pedagogy soil ecology as a focal point for environ- concentrated focus on soil education is for the pedosphere”. mental education. Urban Ecosystems 12: 79–93. needed to ensure that all students – Loren B Byrne1*, Rachel K Thiet2, Johnson NC, Chaudhary VB, Hoeksema regardless of their interests, majors, and and V Bala Chaudhary3 JD, et al. 2009. Mysterious mycorrhizae? future careers – learn that soils are A field trip and classroom experiment complex, yet fragile systems that affect 1Global Soil Biodiversity Initiative, and to demystify the symbioses formed their daily lives. Citizens that have Department of Biology, Marine Biology between plants and fungi. Am Biol Teach 71: 424–29. such soil literacy can engage in deci- and Environmental Science, Roger Krzic M, Bomke AA, Sylvestre M, and sion making that promotes soil sustain- Williams University, Bristol, RI Brown SJ. 2015. Teaching sustainable ability at backyard, watershed, and *([email protected]); 2Department of soil management: a framework for using global scales (Field et al. 2011). Environmental Studies, Antioch problem-based learning. Nat Sci Educ 44: 43–50. To these ends, more focused, sus- University New England, Keene, NH; 3 Magee PA and Wingate E. 2014. Using tained, and widespread efforts are Environmental Science and Studies, inquiry to learn about soil: a fourth needed to develop and implement – in DePaul University, Chicago, IL grade experience. Sci Activ Classroom Proj Curriculum Ideas 51: 89–100. our labs, classrooms, and communities Amundson R, Berhe AA, Hopmans JW, – innovative, scalable, and easily Moebius-Clune BN, Elsevier IH, Crawford et al. 2015. Soil and human security in BA, et al. 2011. Moving authentic soil accessible soil-systems education the 21st century. Science 48: 647. research into high school classrooms: resources (eg see the teaching-activity Baum J and Thiet RK. 2016. Using soil student engagement and learning. J Nat articles cited above). In addition, soil- organisms to explore ecosystem function- Res Life Sci Educ 40: 102–13. ing, services, and sustainability. In: Byrne Nielsen UN, Wall DH, and Six J. 2015. focused professional development LB (Ed). Learner-centered teaching opportunities for educators should be Soil biodiversity and the environment. activities for environmental and sustain- Annu Rev Environ Res 40: 63–90. offered widely to enhance their capaci- ability studies. New York, NY: Springer. NRC (National Research Council). 2012. ties for teaching about, and with, soil Brewer C and Smith D. 2011. Vision and A framework for K–12 science educa- systems, using high-impact practices change in undergraduate biology edu- tion: practices, crosscutting concepts, cation: a call to action. Washington, and core ideas. Washington, DC: The (FAO and ITPS 2015). Such invest- DC: American Association for the ments are crucial for fostering a more National Academies Press. Advancement of Science. Oldfield EE, Wood SA, Palm CA, and soil-literate – and science-literate – Byrne LB, Bruns MA, and Kim KC. 2008. Bradford MA. 2015. How much SOM populace, which in turn is needed to Ecosystem properties of urban land cov- is needed for sustainable agriculture? support further progress in addressing ers at the aboveground–belowground Front Ecol Environ 13: 527. interface. Ecosystems 11: 1065–77. Thiet R. 2014. Students dig deep in the society’s many soil-related security and FAO and ITPS (Food and Agriculture sustainability challenges (Amundson mystery soil lab: a playful, inquiry-based Organization of the United Nations soil laboratory project. Am Biol Teach et al. 2015). Although the IYOS has and Intergovernmental Technical 76: 47–52. now passed, soil-systems education Panel on Soils). 2015. Status of the Wall D and Six J. 2015. Give soils their remains an essential foundation for world’s soil resources: technical due. Science 347: 695. summary. Rome, Italy: FAO and ITPS. ensuring humanity’s long-term well- Field DJ, Koppi AJ, Jarrett LE, et al. 2011. being. We therefore encourage all sci- Soil science teaching principles. entists and educators to collaborate Geoderma 167: 9–14. doi:10.1002/fee.1286